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<p>The rapid development of educational robots (ERs) and their introduction in various educational fields have made the topic of ERs increasingly important, especially in K-12 education. This study aims to provide educational technology researchers and teachers with a more comprehensive understanding of the research focus and the application of ERs in K-12 technology-assisted learning environments. Adopting a technology-based learning model and using the Web of Science (WoS) database as the primary data source, this study systematically reviewed the application issues, research issues, and interaction issues of ERs in K-12 (ER-K12) publications in education science and technology SSCI journals from 2005 to 2024. We further analyzed the ER roles, distribution of types, and learning strategies used in different application domains. The review results showed that ER-K12 research is growing rapidly, with science and programming as the main subjects, but research in other subjects, such as language and arts, is also increasing. After cross-comparison analysis, this study found that there are clear differences in the types of robot applications, roles of robots, and learning strategies adopted in different subjects using ERs. Science and programming prefer technology-oriented applications, where ERs are often used as tools with structured and inquiry-oriented strategies. Language and arts, on the other hand, emphasize interaction and creative expression, and ERs often take on the roles of instructors and peers, with contextual learning and digital storytelling. Based on the above findings, this study also suggests future research directions for researchers and teachers.</p>

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Roles, application types, and research designs of robots in K-12 education: findings from a systematic review of two decades of SSCI publications

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月14日

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  • Chi-Heng Li,
  • Pei-Ying Chen,
  • Gwo-Jen Hwang

摘要

The rapid development of educational robots (ERs) and their introduction in various educational fields have made the topic of ERs increasingly important, especially in K-12 education. This study aims to provide educational technology researchers and teachers with a more comprehensive understanding of the research focus and the application of ERs in K-12 technology-assisted learning environments. Adopting a technology-based learning model and using the Web of Science (WoS) database as the primary data source, this study systematically reviewed the application issues, research issues, and interaction issues of ERs in K-12 (ER-K12) publications in education science and technology SSCI journals from 2005 to 2024. We further analyzed the ER roles, distribution of types, and learning strategies used in different application domains. The review results showed that ER-K12 research is growing rapidly, with science and programming as the main subjects, but research in other subjects, such as language and arts, is also increasing. After cross-comparison analysis, this study found that there are clear differences in the types of robot applications, roles of robots, and learning strategies adopted in different subjects using ERs. Science and programming prefer technology-oriented applications, where ERs are often used as tools with structured and inquiry-oriented strategies. Language and arts, on the other hand, emphasize interaction and creative expression, and ERs often take on the roles of instructors and peers, with contextual learning and digital storytelling. Based on the above findings, this study also suggests future research directions for researchers and teachers.