A scoping review on the relationship between robotics in educational contexts and e-health

Sannicandro, Katia; Santis, Annamaria De; Bellini, Claudia; Minerva, Tommaso

doi:10.3389/feduc.2022.955572

Cited by 4 publications

(3 citation statements)

References 78 publications

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“…Unlike a systematic literature review, which seeks to answer a specific question and synthesize the research, a scoping review investigates the volume and focus of research to develop appropriate questions for future research (Munn et al, 2018). Also, a scoping review is intended to be iterative and the starting point to build a framework on in future studies (Sannicandro et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

Anxiety and Self-Efficacy in STEM Education: A Scoping Review

Christensen,

Osgood

2023

IJCE

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With the increasing inclusion of STEM activities across the K–12 curriculum, it is vital for educators to understand barriers and resistance to learning each of the elements of STEM: Science, Technology, Engineering, and Math. Anxiety and self-efficacy for students and teachers have been identified as causes of STEM avoidance, however this research is not distributed evenly across the elements. Therefore, this study documents potential causes for anxiety of each element, followed by a scoping review for each element of STEM-focused teacher anxiety, one of the major causes of STEM anxiety. The scoping review was guided by PRISMA standards and completed twice: once in ERIC and once in Scopus, with results demonstrating 94%–100% inter-rater reliability. It was found that causes of anxiety differ between the elements, and the scoping review revealed: (1) research on engineering anxiety and i-STEM or integrated STEM is lacking in comparison to the other elements, (2) the term ‘anxiety’ is more established in reference to math than to the other elements, (3) technology appears in research as a tool more often than an area of research, and (4) the timeline of publication dates varies between the elements of STEM. These differences point to the need for more research in the underrepresented elements to develop intervention methods for teachers in order to reduce student attrition rates in STEM education.

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Section: Methodsmentioning

confidence: 99%

Anxiety and Self-Efficacy in STEM Education: A Scoping Review

Christensen,

Osgood

2023

IJCE

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“…As social robots in educational research experience diversification and growth, there is a noticeable emergence of review studies delving into various aspects and focal points within the field. Reviews on the potential of social robots in special needs education (Sannicandro et al (2022); Lorenzo et al (2021)), STEM fields (Papadopoulos et al (2020); Kalaitzidou and Pachidis (2023); Bonaiuti et al (2022)), language learning (Ao & Yu (2022)), and music education (Martinez-Roig et al ( 2023)) have become prominent.…”

Section: Previous Review Studiesmentioning

confidence: 99%

“…Finally, for future research, Sannicandro et al (2022) recommend the establishing the link in teaching strategies between computational thinking and disciplines such as Learning Analytics or Instructional Design, which share interdisciplinary approaches and skills, along with the decomposition of complex tasks into simple actions; implementing RED. Revista de Educación a Distancia.…”

Section: Implications For Researchersmentioning

confidence: 99%

The use of social robots as teaching assistants in schools: implications for research and practice

Ružić,

Balaban

2024

Red

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In social robots, AI has been seamlessly integrated to enable them to be programmed to perform a wide range of tasks, from basic movements and interactions to more complex functions, such as assisting in education. This comprehensive review delves into the multifaceted use of social robots in primary and secondary education, addressing key aspects such as trends, theoretical foundations, application domains, and ethical considerations. Guided by four primary research questions, the study reveals notable trends, with the NAO robot emerging prominently in educational settings, particularly among primary school-age children. Application domains explored include language learning, computational thinking, social and emotional development, creativity support, musical instrument practice, and library activities, showcasing the diverse roles social robots play as teaching assistants, peers, and companions. However, ethical concerns and data privacy issues surface, posing risks such as transparency issues, dependency on robots, reduced human interaction, and potential job displacement. The study stresses the need for extensive longitudinal studies and collaborative efforts to responsibly integrate social robots into education, emphasizing the necessity for collaboration among educators, policymakers, developers, and privacy experts to establish clear guidelines prioritizing students' well-being En los robots sociales, la IA se ha integrado perfectamente para permitirles programarse para realizar una amplia gama de tareas, desde movimientos e interacciones básicos hasta funciones más complejas, como ayudar en la educación. Esta revisión integral profundiza en el uso multifacético de los robots sociales en la educación primaria y secundaria, abordando aspectos clave como tendencias, fundamentos teóricos, dominios de aplicación y consideraciones éticas. Guiado por cuatro preguntas de investigación principales, el estudio revela tendencias notables, en las que el robot NAO emerge de manera destacada en entornos educativos, particularmente entre los niños en edad de escuela primaria. Los dominios de aplicación explorados incluyen el aprendizaje de idiomas, el pensamiento computacional, el desarrollo social y emocional, el apoyo a la creatividad, la práctica de instrumentos musicales y las actividades de la biblioteca, mostrando las diversas funciones que desempeñan los robots sociales como asistentes de enseñanza, pares y acompañantes. Sin embargo, surgen preocupaciones éticas y problemas de privacidad de datos, lo que plantea riesgos como problemas de transparencia, dependencia de robots, interacción humana reducida y posible desplazamiento laboral. El estudio enfatiza la necesidad de realizar estudios longitudinales extensos y esfuerzos de colaboración para integrar responsablemente los robots sociales en la educación, enfatizando la necesidad de colaboración entre educadores, formuladores de políticas, desarrolladores y expertos en privacidad para establecer pautas claras que prioricen el bienestar de los estudiantes.

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Robotics in the Context of Primary and Preschool Education: A Scoping Review

Mangina¹,

Psyrra²,

Screpanti³

et al. 2024

IEEE Trans. Learning Technol.

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This paper presents an overview of Educational Robotics (ER) in primary and pre-school education. As ER seems to be gaining popularity for its effectiveness as a learning tool, more research needs to be done in this area. Recent results from ER pilot projects advocate for the integration of ER in K-12 education curricula. On the other hand, teachers may face various difficulties in carrying out such activities due to lack of experience or knowledge in this field. Previous research has shown that ER is still an open field for exploration. Even though an increasing number of experiences are available for the use of robotic tools in early education, there is not enough empirical evidence on the features they need to present for young learners to perceive them as attractive and easy to use. In addition, the high cost of some tools may prevent educational institutions from using them systematically. To detect possible gaps in the current research, in the context of this work, 21 articles that have been published between 2011-2021 and represent ER applications and frameworks were collected and reviewed. The results of this study demonstrate that ER can be a valuable tool for supporting primary and pre-school students. However, the review supports that more research is needed on the technical features that a robotic tool must have to be successfully introduced to students of this age. Moreover, future work is needed to develop low-cost educational robotic tools so they can become more accessible to educational institutions.

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A scoping review on the relationship between robotics in educational contexts and e-health

Cited by 4 publications

References 78 publications

Anxiety and Self-Efficacy in STEM Education: A Scoping Review

Anxiety and Self-Efficacy in STEM Education: A Scoping Review

The use of social robots as teaching assistants in schools: implications for research and practice

Robotics in the Context of Primary and Preschool Education: A Scoping Review

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