Robotic roles in education: A systematic review based on a proposed framework of the learner-robot relationships

Abstract

With the development of computer and information techniques, robotics education provides potential to reshape the instructional and learning process in the educational system. From the perspective of the educational system, it is essential to understand the roles of robotics in education as well as their relationships with learners. Specifically, this systematic review proposed a conceptual framework based on two dimensions (i.e., learner agency, robotic interactivity) and reviewed 92 empirical studies from 2010 to 2023 to clarify four categories of robotic roles, namely learning about robotics, learning through robotics, learning from robotics, and learning with robotics. In learning about robotics, educational robotics are merely the learning objects or contents by learners. In learning through robotics, educational robotics serve as the learning tools or assists, and learners can take their agency to operate or design robotics. In learning from robotics, educational robotics act as tutors to convey and deliver knowledge and information to learners. In learning with robotics, educational robotics serve as the peers or companions of learners and collaborate with learners to provide emotional supports, solve problems and construct knowledge. Furthermore, this study examined the applied educational contexts (i.e., educational domain, educational level) and learning effects of the four robotic roles. Overall, the future development of robotics education highlights both learner agency and robotic interactivity to achieve the goal of a learner-centered, robot-friendly learning.