Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme

Derya Bekiroğlu; Nur Ütkür Güllühan

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Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme

Öz

Eğitsel robotik ve yapay zekâ alanındaki hızlı gelişmeler, sosyal robotların öğrenme ortamlarına entegrasyonunu önemli ölçüde hızlandırmıştır. Bu sistematik derleme, 2013–2025 yılları arasında yayımlanan çalışmaları sentezleyerek eğitsel ve sosyal robotların çocukların öğrenme ve gelişimine farklı eğitim bağlamlarında nasıl katkı sağladığını incelemektedir. PRISMA yönergeleri ve PICOS çerçevesi doğrultusunda Web of Science, Scopus, ScienceDirect ve SpringerLink veri tabanlarından seçilen 81 hakemli dergi makalesi ve konferans bildirisi analiz edilmiştir. Tematik içerik analizi kullanılarak çalışmalar altı boyutta sentezlenmiştir: Eğitsel amaçlar, öğrenme çıktıları, hedeflenen öğrenen gruplar, metodolojik yaklaşımlar, robot özellikleri ve araştırma boşlukları. Bulgular, eğitsel robotların ağırlıklı olarak hesaplamalı düşünme, STEM öğrenmesi ve dil gelişimini desteklemek amacıyla kullanıldığını; öğrenmede etkileşimin sıklıkla aracı bir mekanizma olarak işlev gördüğünü ortaya koymaktadır. Çalışmaların büyük bölümü okul öncesi ve ilkokul düzeyindeki öğrencileri hedeflerken, ortaöğretim ve yükseköğretim bağlamlarının görece yetersiz temsil edildiği görülmektedir. Raporlanan çıktılar ağırlıklı olarak bilişsel kazanımlar ve öğrenci katılımına odaklanmakta; sosyal-duygusal etkiler ise daha sınırlı ve çoğunlukla nitel ya da keşfedici verilerle desteklenmektedir. Metodolojik açıdan alan, kısa süreli müdahaleler ve küçük ölçekli örneklemlerle karakterize edilmekte; uzunlamasına ya da randomize kontrollü tasarımların kullanımı oldukça sınırlı kalmaktadır. İnsansı biçim ve ifade edici yeteneklerin iletişim ve katılımı artırdığı görülse de, öğrenme çıktılarının robot morfolojisinden ziyade kişiselleştirme ve uyarlanabilir geri bildirim gibi etkileşim tasarımı özellikleriyle daha güçlü ilişkili olduğu belirlenmiştir. Genel olarak alan hızlı bir yenilik süreci göstermesine rağmen metodolojik parçalanmışlık, sınırlı uzun dönemli kanıt ve özellikle STEM ile bilgisayar bilimleri odaklı dar disipliner yoğunlaşma gibi kısıtlarla karşı karşıyadır. Bu derleme, gelecekteki eğitsel robotik araştırmalarında daha güçlü deneysel tasarımlara, standartlaştırılmış ölçme araçlarına, daha geniş disipliner uygulamalara ve sınıf ekolojisi, etik boyutlar ile kültürel çeşitliliğe yönelik artan duyarlılığa ihtiyaç olduğunu ortaya koymaktadır.

Anahtar Kelimeler

Sosyal robotlar, Eğitimde robotlar, İnsan- robot etkileşimi, Sistematik derleme

Social Robots in Education: A Systematic Review Based on PRISMA Guidelines

Öz

Rapid advances in educational robotics and artificial intelligence have accelerated the integration of social robots into learning environments. This systematic review synthesizes research published between 2013 and 2025 to examine how educational and social robots contribute to children’s learning and development across educational contexts. Guided by PRISMA procedures and the PICOS framework, 81 peer-reviewed journal articles and conference papers were selected from Web of Science, Scopus, ScienceDirect, and SpringerLink. Using thematic content analysis, studies were synthesized across six dimensions: educational purposes, learning outcomes, learner populations, methodological approaches, robot features, and research gaps. Findings indicate that educational robots are predominantly employed to support computational thinking, STEM learning, and language development, with engagement frequently serving as a mediating mechanism for learning. Preschool and primary school populations were most commonly targeted, while secondary and higher education contexts remain comparatively underrepresented. Reported outcomes primarily concern cognitive gains and learner engagement, whereas social–emotional effects are explored less systematically and are largely supported by qualitative or exploratory evidence. Methodologically, the literature is characterized by short-term interventions and small-scale studies, with limited use of longitudinal or randomized controlled designs. Although humanoid embodiment and expressive capabilities are associated with enhanced communication and engagement, learning outcomes appear more strongly related to interaction design features such as personalization and adaptive feedback than to robot morphology alone. Overall, the field demonstrates rapid innovation but remains constrained by methodological fragmentation, limited long-term evidence, and narrow disciplinary concentration, particularly in STEM and computer science. This review highlights the need for more rigorous experimental designs, standardized outcome measures, broader disciplinary applications, and increased attention to classroom ecology, ethical considerations, and cultural diversity in future educational robotics research

Anahtar Kelimeler

Social robots, Robots in education, Human-robot interaction, Systematic review

Kaynakça

Studies included in the systematic analysis are marked with an asterisk ().*
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* Konijn, E. A., Jansen, B., Mondaca Bustos, V., Hobbelink, V. L., & Preciado Vanegas, D. (2022). Social robots for (second) language learning in (migrant) primary school children. International Journal of Social Robotics, 14(3), 827–843. https://doi.org/10.1007/s12369-021-00824-3
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Ayrıntılar

Birincil Dil

Türkçe

Konular

Bilim, Teknoloji ve Mühendislik Eğitimi ve Programlarının Geliştirilmesi

Bölüm

Araştırma Makalesi

Yazarlar

Derya Bekiroğlu
0000-0002-5322-8290
Türkiye

Nur Ütkür Güllühan ^*
0000-0003-2062-5430
Türkiye

Yayımlanma Tarihi

31 Temmuz 2026

Gönderilme Tarihi

24 Kasım 2025

Kabul Tarihi

24 Temmuz 2026

Yayımlandığı Sayı

Yıl 2026 Cilt: 12 Sayı: 2

IZ

https://izlik.org/JA75XU73LU

APA

Bekiroğlu, D., & Ütkür Güllühan, N. (2026). Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme. Gazi Eğitim Bilimleri Dergisi, 12(2), 173-219. https://izlik.org/JA75XU73LU

AMA

1.Bekiroğlu D, Ütkür Güllühan N. Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme. GEBD. 2026;12(2):173-219. https://izlik.org/JA75XU73LU

Chicago

Bekiroğlu, Derya, ve Nur Ütkür Güllühan. 2026. “Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme”. Gazi Eğitim Bilimleri Dergisi 12 (2): 173-219. https://izlik.org/JA75XU73LU.

EndNote

Bekiroğlu D, Ütkür Güllühan N (01 Temmuz 2026) Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme. Gazi Eğitim Bilimleri Dergisi 12 2 173–219.

IEEE

[1]D. Bekiroğlu ve N. Ütkür Güllühan, “Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme”, GEBD, c. 12, sy 2, ss. 173–219, Tem. 2026, [çevrimiçi]. Erişim adresi: https://izlik.org/JA75XU73LU

ISNAD

Bekiroğlu, Derya - Ütkür Güllühan, Nur. “Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme”. Gazi Eğitim Bilimleri Dergisi 12/2 (01 Temmuz 2026): 173-219. https://izlik.org/JA75XU73LU.

JAMA

1.Bekiroğlu D, Ütkür Güllühan N. Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme. GEBD. 2026;12:173–219.

MLA

Bekiroğlu, Derya, ve Nur Ütkür Güllühan. “Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme”. Gazi Eğitim Bilimleri Dergisi, c. 12, sy 2, Temmuz 2026, ss. 173-19, https://izlik.org/JA75XU73LU.

Vancouver

1.Derya Bekiroğlu, Nur Ütkür Güllühan. Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme. GEBD [Internet]. 01 Temmuz 2026;12(2):173-219. Erişim adresi: https://izlik.org/JA75XU73LU

Eğitimde Sosyal Robotlar: PRISMA Yönergelerine Dayalı Sistematik Bir İnceleme

Öz

Anahtar Kelimeler

Social Robots in Education: A Systematic Review Based on PRISMA Guidelines

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

IZ

Kaynak Göster