Robot-Assisted Literacy Instruction: A Systematic Review of Young Learners' L1 and L2 Development

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Cognition and Literacy Using Digital Technologies (Table 13)

Abstract

This review of 35 articles from 2005-2023 investigates robotic technology in teaching L1 and L2 literacy to pre-K to 5th grade. Using Alexander's approach and Socio-Cultural Theory, we analyze robot-assisted learning's evolution and effectiveness. We identify roles robots can play as tutors, peers, or novices in literacy development and highlight their potential in increasing engagement, personalizing education, and enhancing interactivity. Our findings demonstrate robots' utility in diverse roles and advocate for further exploration of varied robot roles, mediation strategies, and pragmatic instruction. The review offers an insightful overview of robot-assisted literacy teaching.

Authors

• Iman Bakhoda, HighScope Educational Research Foundation

• Pourya Shahverdi, Oakland University

• Tanya M. Christ, East Carolina University

• Wing-Yue Geoffrey Louie, Oakland University