Table 1
Classification of Educational Robots Based on Their Purpose, Type, and Mode of Interaction.
| EDUCATIONAL PURPOSE | TYPE OF ROBOT | MODE OF INTERACTION |
|---|---|---|
| Learning Tool | Educational robots (e.g., Bee-Bot, LEGO Mindstorms) | Programming, observing results |
| Motivator | Social robots (e.g., NAO, Pepper) | Conversations, interactive games |
| Facilitator | Assistive robots (e.g., PARO) | Physical support, interaction with tools |
| Entertainer | Programmable robots (e.g., Dash, Dot) | Game-based learning, challenges, and games |
Table 2
Inclusion and Exclusion Criteria of SLR.
| INCLUSION CRITERIA | EXCLUSION CRITERIA |
|---|---|
| Type of study: Peer-reviewed articles reporting empirical, theoretical, or review studies relevant to the identified research domains were included. | Type of publication: Non-peer-reviewed studies such as unpublished theses, technical reports, opinion articles, or editorials were excluded to maintain a high standard of quality. |
| Context: Studies had to explicitly address the integration of robotics in hospital or home education contexts. | Inappropriate context: Articles dealing with the teaching of robotics exclusively in conventional school settings without mentioning education in hospitals or at home. |
| Language: Studies published in languages other than English and Italian unless they contained official translations. | Language: Articles written in English and Italian were included to ensure access to a broad spectrum of international and national literature. |
| Time range: Studies published between 2010 and 2023 were selected to ensure relevance and up-to-date information. |
Figure 1
PRISMA Flow of the SLR.
Figure 2
Percentage Distribution of Studies Published per Year.
Figure 3
Distribution of Study Types in the SLR.
Figure 4
Overview of Research Methodologies Employed in the Analyzed Studies.
Figure 5
Age Groups Targeted in Studies Using Robotics in Educational Contexts.
Figure 6
Conditions and Disorders Addressed in Studies on Robotics.
Figure 7
Main Research Objectives in the Analyzed Studies.
Figure 8
Types of Instructions and Guidance Provided for Using Robots.
Figure 9
Educational Roles Attributed to Robots in the Reviewed Studies.
Figure 10
Distribution of Robot Designs Used in the Analyzed Studies.
Figure 11
Modes of Interaction with Robots.
Figure 12
Types of Work Environments in Which Robots Are Used with Children.
Figure 13
Classification of Robots Based on Their Primary Function.
Figure 14
Supporting Roles of Robots in Different Contexts.
Figure 15
Skills Developed Through Human-Robot Interaction.