Storytelling has been used for years in educational practice and Educational Robotics is a rapidly growing field worldwide. Accordingly, researchers have attempted to combine Storytelling and Robotics in education. However, no systematic record exists on this combination. Therefore, we conducted a scoping review of 82 papers out of 5272 articles published in 5 Databases in the last 20 years to map the conducted research so far. In detail: the educational levels and the school subjects in which storytelling and educational robotics are applied, the types of robots used, the duration, the sample size, participants' age and the skills that students may develop through this combination. Additionally, we analyzed, grouped, and presented the tools used for measuring the potential effects of storytelling and educational robotics. Finally, the students' role in the activities was sought. Based on our findings, most interventions mainly addressed preschool and primary school students, the robots used the most are humanoid, most interventions did not exceed 6 h, and the number of participants was less than 20 students. Besides, most interventions tried to develop students’ skills (communication, creativity, collaboration) and attitudes (engagement, motivation, participation) with qualitative tools borrowed from other domains (e.g. psychology, healthcare). This scoping demonstrates a gap in the use of storytelling and educational robotics in secondary and university education and subjects like history, geography, etc. Finally, this combination seems to have the potential to enhance the educational process, but more research is needed to shed light on all the aspects of the combination.

中文翻译：

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“讲故事和教育机器人：范围界定回顾 （2004-2024）”


讲故事多年来一直用于教育实践，教育机器人技术是全球范围内一个快速发展的领域。因此，研究人员试图在教育中将讲故事和机器人技术相结合。然而，没有关于这种组合的系统记录。因此，我们对过去 20 年在 5 个数据库中发表的 5272 篇文章中的 82 篇论文进行了范围审查，以绘制迄今为止进行的研究。详细描述：应用讲故事和教育机器人技术的教育水平和学校科目、使用的机器人类型、持续时间、样本量、参与者的年龄以及学生可以通过这种组合培养的技能。此外，我们还分析、分组和展示了用于衡量讲故事和教育机器人技术潜在影响的工具。最后，寻求学生在活动中的角色。根据我们的研究结果，大多数干预措施主要针对学龄前和小学生，使用最多的机器人是类人机器人，大多数干预措施不超过 6 小时，参与者人数少于 20 名学生。此外，大多数干预措施试图使用从其他领域（例如心理学、医疗保健）借来的定性工具来发展学生的技能（沟通、创造力、协作）和态度（参与、激励、参与）。该范围界定表明，在中学和大学教育以及历史、地理等学科中使用讲故事和教育机器人技术方面存在差距。最后，这种组合似乎有可能增强教育过程，但需要更多的研究来阐明这种组合的所有方面。