Abstract
Humanoid/social robots have gained popularity in recent years as an integrative aid for teaching, learning, and evaluation in educational settings. These robots can interact with students in a more natural and human-like manner, providing a unique learning experience. However, the integration of humanoid/social robots in education is still a new concept, and further research is needed to understand their usage in educational settings. In this systematic literature review (SLR), we analyzed 36 relevant publications (out of 381 initially identified) on the use of pedagogical models with robots in various roles and educational settings. Results showed that different pedagogical models are used in various educational settings, depending on the age and level of students and the type of robot used. Clustering analysis using the k-means method was performed, with three clusters identified as the optimal number using the elbow method. Results suggest that non-human-like robots are used to implement the behaviorist model as tools for teachers in elementary schools, while human-like robots are used to implement the social constructivism and cognitivist models as teachers or assistants in higher grades. This systematic literature review highlights the need for continued research on the use of robots in education and the various pedagogical models that can be utilized to enhance the learning experience for students.
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Leiba, M., Zulhian, T., Barak, I., Massad, Z. (2023). Designing Pedagogical Models for Human-Robot-Interactions – A Systematic Literature Review (SLR). In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2023. Lecture Notes in Computer Science, vol 14041. Springer, Cham. https://doi.org/10.1007/978-3-031-34550-0_26
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