Robot-Assisted Mathematics Education: A Systematic Literature Review

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-07-15 DOI:10.1111/jcal.70095

Temesgen Samuel, Hsiu-Ling Chen, Abebayehu Yohannes

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引用次数: 0

Abstract

Background

As highly interactive hands-on learning tools, robots can inspire new generations of mathematics students. However, to date, no comprehensive systematic reviews have been conducted on robot-assisted mathematics education from K-12 through higher education. Hence, it is important to explore the research evidence of robot-assisted mathematics education for the benefit of students and educators, and for the advancement of educational robots (ERs).

Objective

The primary aim of this study was to explore the integration of ERs into mathematics education. Additionally, it aimed to offer more insightful recommendations by conducting a SWOT (strengths, weaknesses, opportunities and threats) analysis of ERs.

Methods

A systematic literature review of 41 journal articles from the Web of Science (WoS) and Scopus databases published from 2014 to 2024 pertinent to the integration of physical ERs into mathematics education was conducted.

Results and Conclusion

It was found that the United States was the leading country in terms of integrating ERs into mathematics education; LEGO was the most common type of robot employed; programming robots, and building and programming robots were the most commonly used ways of integrating ERs; the majority of the papers dealt with applied mathematics content; constructivism was the most widely employed learning theory; qualitative research was the most commonly adopted research method; and participants were mainly primary and junior secondary school students. Regarding research issues, the affective aspect was the most widely measured research issue and had positive results. However, it was difficult to find many studies that looked into students' cognitive load and satisfaction; as a result, these topics merit further investigation.

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机器人辅助数学教育：系统文献综述

作为高度互动的动手学习工具，机器人可以激励新一代的数学学生。然而，迄今为止，还没有对从K-12到高等教育的机器人辅助数学教育进行全面系统的评估。因此，探索机器人辅助数学教育的研究证据对于学生和教育者的利益以及教育机器人（er）的进步至关重要。目的探讨电子教学与数学教育的结合。此外，它旨在通过对er进行SWOT（优势、劣势、机会和威胁）分析，提供更有见地的建议。方法对2014 - 2024年在Web of Science （WoS）和Scopus数据库中发表的41篇与物理er融入数学教育相关的期刊文章进行系统的文献综述。结果与结论研究发现，在数学教育中引入er教学方面，美国处于领先地位；乐高是最常见的机器人类型；对机器人进行编程，以及对机器人进行构建和编程是集成er最常用的方式；大部分论文涉及应用数学的内容；建构主义是应用最广泛的学习理论；定性研究是最常用的研究方法；研究对象以中小学生为主。在研究问题方面，情感方面是最广泛测量的研究问题，并取得了积极的成果。然而，关于学生认知负荷和满意度的研究却很少；因此，这些课题值得进一步研究。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope