Educational Robotics for Autism Inclusion: A PRISMA-Based Systematic Review and Critical Analysis of Effectiveness, Cost and Generalization Strategies
DOI:
https://doi.org/10.5902/1984686X95815Keywords:
Autism, Educational robotics, InclusionAbstract
Autism Spectrum Disorder (ASD) manifests intrinsic challenges to social interaction and communication, making inclusive educational approaches essential for the full development of these individuals. Within this panorama, educational robotics emerges as a promising tool, offering an interactive and predictable learning environment that aligns well with the needs of individuals with ASD. This study aims to conduct a systematic literature review using the PRISMA methodology to investigate the application of educational robotics as a practical resource for the inclusion of people with autism, covering the scientific literature of the last 10 years. The research was conducted in reputable databases such as SciELO, ERIC, Google Scholar, and Web of Science, using descriptors such as "educational robotics", "autism", and "inclusion" to identify relevant articles. The final corpus comprised 175 studies considered in thematic synthesis, of which 8 were intentionally selected for in-depth analysis of interventions, robotic resources, and educational outcomes. The results demonstrate the effectiveness of robotics in engaging and motivating people with ASD but underscore the urgent need to develop more robust strategies for generalizing skills acquired in controlled contexts to complex, real-world social situations. It is concluded, therefore, that robotics is a valuable and complementary resource, but its application requires multifaceted approaches, as well as careful attention to ethical and cost implications, aiming to ensure an equitable and accessible application. Furthermore, future studies are suggested.
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