Participants’Roles in Storytelling with Educational Robotics: A Scoping Review with Content Analysis

Storytelling combined with Educational Robotics is a recently emerging and promising teaching method, yet data on participants’ roles remain limited. Accordingly, this review analyzes 69 out of 2880 studies with the aim of systematically mapping the students’, teachers’, and robots’ roles, the co-occurrences between them, and the skills, attitudes and learning outcomes that were intended to be cultivated. The results show that students act primarily as programmers and scriptwriters, often in combination, highlighting the interdisciplinary connection between programming and language learning. Teachers have recently expanded into curriculum designers-facilitators compared to earlier studies where they acted almost exclusively as facilitators. Similarly, robots have shifted from auxiliary roles (interactive tools, assistants) to social and pedagogical ones (storytellers, teachers). Overall, the analysis shows that in ST and ER interventions, participants’ roles are linked to skills (e.g. narrative and coding skills) and attitudes (e.g. engagement, motivation), while learning is supported to a lesser extent.