Robot‐Assisted Mathematics Education: A Systematic Literature Review.
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 explo...
| Published in: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 18 |
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| Main Authors: | , , |
| Format: | research systematic review tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Aug2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918290&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918290 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918290 186918290 186918290 10.1111/jcal.70095 186918290 ppf: 1 ppct: 17 formats: tig: atl: Robot‐Assisted Mathematics Education: A Systematic Literature Review. aug: au: Samuel, Temesgen Chen, Hsiu‐Ling Yohannes, Abebayehu affil: National Taiwan University of Science and Technology, Graduate Institute of Digital Learning and Education, Taipei City, Taiwan sug: subj: Mathematics Education Computer-Assisted Instruction Teaching Methods Robotics Utilization Educational Technology Integrated Curriculum Publishing Trends Human Systematic Review Learning Theory Strategic Planning Course Content Curriculum Development Problem Solving Critical Thinking Geographic Factors Schools, Middle Schools, Secondary Experiential Learning Student Satisfaction United States Funding Source ab: 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. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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