A systematic literature review and mapping of human-robot interaction in educational contexts

This study presents a systematic mapping and literature review of human-robot interaction (HRI) in educational contexts, synthesizing empirical evidence to provide a comprehensive overview of the field’s current state. As social robots are increasingly integrated into educational settings, a critical evaluation of research trends, applications, and outcomes is necessary. This mapping/review addresses a gap by systematically analyzing the methodologies, pedagogical roles, ethical considerations, and theoretical underpinnings of HRI research across a range of settings, including preschool, formal (K-12 and higher education), and lifelong learning contexts over the last decade. Following PRISMA guidelines, a search of the Web of Science and ScienceDirect databases resulted in the analysis of 28 empirical studies. A thematic analysis was conducted to identify trends in research locations, robot roles (e.g., teacher, teaching assistant), educational variables (e.g., academic achievement, motivation, social skills), and the theoretical models cited. The findings indicate a significant concentration of research in the USA and a primary focus on using robots to enhance social interaction and academic achievement, particularly in language and STEM disciplines. Robots most commonly function as teaching assistants, with the NAO robot being a popular platform. While the collective results suggest that robots can effectively support the learning process and foster student motivation, the review also reveals a notable lack of explicit pedagogical theories guiding the interventions and insufficient discussion of ethical issues, such as data privacy for young participants. This mapping/review contributes a critical synthesis of the current literature, highlighting the need for more methodologically rigorous research that includes long-term studies, robust theoretical grounding, and transparent ethical protocols. Future research should move beyond feasibility studies to include comparative analyses and co-design with educators to ensure pedagogical alignment and classroom suitability.