Educational Robotics through Research : A Systematic Literature Review

This paper aims to examine the growing trend of Educational Robotics as a form of literacy practice in both in-school and out-of-school settings, and the extensive scientific writing on its integration into education. A systematic bibliographic review is conducted to monitor the dialogue and study the research background of publications over the last two decades. The results highlight that Educational Robotics is primarily guided by constructivism and STEM science theory, with a prevalence of quantitative data collection methods. Additionally, the need for new ways of understanding and approaching Educational Robotics is expressed. Furthermore, the study notes that a comprehensive examination of Educational Robotics practices must consider the wider socio-political background, as our data suggests that education and research are sesitive to their social and political context.