## 5 Discussion
According to studies conducted previously, robot-mediated learning can help kids become more motivated and engaged, develop their social-emotional skills, sharpen their problem-solving abilities, and expose them to computational thinking. Additionally, robot-mediated learning can meet the specific requirements of kids with special needs and offer individualized learning experiences. To find out if people intentionally take a stand against the humanoid robot iCub, a survey was carried out. Their findings demonstrated that the deliberate stance toward humanoid robots can occasionally be induced. Furthermore, the use of non-invasive neuroimaging methods (such as fMRI) in neuroscience makes it possible to examine how the human brain processes social information when interacting with robots [72]. For example, according to one study [73], human-human interaction significantly increased the activation of brain markers of metalizing and social motivation compared to human-robot interaction. Even though social robots have many advantages, it is vital to take into account the drawbacks and restrictions of using them, especially when it comes to accessibility issues, ethical issues, and individual variations in children's reactions. In conclusion, it has been demonstrated that early exposure to robot-mediated learning improves children's cognitive development by raising their level of motivation, engagement, and social-emotional abilities. RQ3: What Are the Considerations for Further Design of the Robot's Physical Appearance and Behaviour Influence Children's Cognitive Engagement? This section emphasizes how important age is in creating successful relationships between kids and social robots. Additionally, it is noted that children's cognitive capacities and robot-interaction behaviours vary greatly depending on their age. While older kids can participate in more intricate problem-solving and programming exercises, younger kids might mostly concentrate on sensory exploration and basic interactions [69]. Older kids might flourish on more difficult tasks that call for critical thinking and problem-solving, whereas younger kids might benefit from straightforward, entertaining interactions that prioritize language development and basic social skills. Additionally, prior research outlines important milestones in cognitive, social, and emotional development, as well as essential developmental phases throughout life. It talks about how these phases of development affect how kids interact with the outside world and how these things should be taken into account while creating learning experiences that use robots [67]. Culture has an impact on every social relationship we have. It is possible to clarify the criteria pertaining to children of specific age groups and demonstrate how this information influences the planning of interactions with children. Children's learning abilities also differ depending on their age. We use the information supplied by well known developmental theories, which are included in Table 3, to establish a comprehensive understanding of the various stages. Children's expectations and comfort levels when dealing with robots are influenced by cultural norms and values, which also affect how they perceive social interactions. Perhaps cultural norms surrounding social interaction and group dynamics can have an impact on how children engage with robots and other children in educational settings; consequently, robots must be designed to assist these connections in a way that is appropriate for the culture. We can optimize the potential of social robots to assist children's cognitive and socio-emotional development by customizing interactions to each child's unique needs and strengths.