Pelizzari Federica, Rocco Simone, Ferrari Simona
Università Cattolica del Sacro Cuore, IT.
Contin Educ. 2025 Sep 1;6(1):135-161. doi: 10.5334/cie.156. eCollection 2025.
This paper presents a systematic literature review (SLR) on integration of robotics in hospitals and home-based educational settings. These schools provide essential educational environments that uphold children's right to education during prolonged illness. The review explores flexible didactic design, time adaptation, and personalized teaching approaches that are crucial in these contexts. It also examines how digital technologies-specifically coding and educational robotics-enhance pediatric educational experiences, reduce isolation, and improve psychological and social well-being. Coding promotes computational thinking and soft skills, while robotics fosters creativity and leadership, making hospital learning empowering and engaging. A comprehensive search, following the PRISMA framework, was conducted across Scopus, Web of Science, JSTOR, ERIC, and Google Scholar, to identify peer-reviewed studies published between 2010 and 2023. Inclusion criteria targeted studies on robotics in hospital or home education. Grey literature, non-peer-reviewed studies, and research unrelated to non-standard schooling contexts were excluded. Out of 1,500 articles, 30 met the inclusion criteria and were analyzed across four domains: research types and sample profiles, teaching methodologies, technological tools, and skill development. Findings showed that robotics supports educational continuity, fosters engagement, and develops critical skills such as problem-solving, creativity, and leadership. It also reduces social isolation and enhances emotional well-being through interactive, personalized learning. Despite promising results, however, gaps remain, particularly regarding adolescent needs and long-term impacts. This study offers a foundational synthesis for future research and practical applications, emphasizing robotics' transformative potential in inclusive, future-oriented learning for children in non-conventional settings. It deepens understanding of how robotics addresses educational challenges and provides a base for continued research.
本文对机器人技术在医院和家庭式教育环境中的整合进行了系统的文献综述。这些学校提供了重要的教育环境，在儿童长期患病期间维护了他们的受教育权。该综述探讨了在这些环境中至关重要的灵活教学设计、时间适应性和个性化教学方法。它还研究了数字技术——特别是编码和教育机器人技术——如何增强儿科教育体验、减少隔离并改善心理和社会幸福感。编码促进计算思维和软技能，而机器人技术培养创造力和领导力，使医院学习变得具有赋能性和吸引力。按照PRISMA框架，在Scopus、科学网、JSTOR、教育资源信息中心和谷歌学术上进行了全面搜索，以识别2010年至2023年期间发表的同行评审研究。纳入标准针对医院或家庭教育中关于机器人技术的研究。灰色文献、非同行评审研究以及与非正规学校教育背景无关的研究被排除。在1500篇文章中，30篇符合纳入标准，并在四个领域进行了分析：研究类型和样本概况、教学方法、技术工具和技能发展。研究结果表明，机器人技术支持教育连续性，促进参与，并培养解决问题、创造力和领导力等关键技能。它还通过互动式、个性化学习减少社会隔离并增强情感幸福感。然而，尽管取得了令人鼓舞的成果，但仍存在差距，特别是在青少年需求和长期影响方面。本研究为未来的研究和实际应用提供了基础综合，强调了机器人技术在为非传统环境中的儿童提供包容性、面向未来的学习方面的变革潜力。它加深了对机器人技术如何应对教育挑战的理解，并为持续研究提供了基础。
