Systematic review on educational robotics in secondary education focused on student experience
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This article arises from a concern that is sustained when reviewing contemporary literature on educational robotics. Everywhere you look, you read about innovation, cutting-edge technologies, and methodologies that promise to transform schools; it all sounds wonderful, of course. However, when you look at reality, it's not always clear how this entire interaction process unfolds. The student's experience does appear in the texts, yes, but it's usually very superficial, treated as just another piece of information rather than the true heart of the analysis. Faced with this tension, the study aimed to analyze in more detail what the literature shares about the experiences of secondary school students in learning processes with educational robotics. To this end, a systematic review was conducted, revealing relevant contributions but also unexplored areas, especially regarding the subjective dimension of learning. High-impact databases were consulted, integrating national and international research, and the PRISMA guidelines were followed to ensure greater rigor and transparency in the search. The exploration of this body of work allowed us to understand robotics not only as a technical practice, but also as a pedagogical approach increasingly integrated with interdisciplinary perspectives, the STEAM paradigm, and active methodologies such as project-based learning. However, while literature highlights its potential to foster motivation, creativity, and computational thinking, the lived experience of the student remains in the background.
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