## 3 Materials and Methods
### Methods  
This section examines 15 primary studies published after 2018 and addresses the key research questions. The analysis emphasizes research from 2018 onward due to the rapidly evolving field of robotics and its educational uses. This approach ensures that the review reflects the latest insights into how robot-mediated learning influences children's social and cognitive development, incorporating recent advancements in pedagogy, technological innovations, and updated methodologies compared to earlier studies. Table 2 provides a summary of the included papers. Some factors that could impact the outcome are included, such as robot design, encompassing role, autonomous level, look, emotional expressiveness, and voice. The study focuses on specific subjects, skills, and teaching approaches that impact children's learning outcomes. The major category of cognition includes inputs, observed behaviours, techniques, environmental context, abstract metaphors, offloaded cognitive processes, and external representations. \begin{table}
\begin{tabular}{p{113.8 pt} p{113.8 pt} p{113.8 pt} p{113.8 pt} p{113.8 pt} p{113.8 pt}} \hline \hline
**Ref** & **Findings** & **Age** & \
\begin{tabular}{c} **Type/Name of** \\ **Robot** \\ \end{tabular} &
\begin{tabular}{c} **Total** \\ **Participants** \\ \end{tabular} & **Role** & **Methodology** \\ \hline
[43] &
\begin{tabular}{c} Cognitive skills/Teach music \\ basics and enhance social skills \\ \end{tabular} & 6 & NAO & 4 & Main Interaction & Experimental \\ \hline
[44] & \begin{tabular}{c} Enhance learning \\ outcomes/engagement \\ \end{tabular} & 8-9 & Kebbi/Minibo & 30/22 & \
\begin{tabular}{c} Main Interaction/in presence \\ of researcher \\ \end{tabular} &
\begin{tabular}{c} Experimental/ \\ Questionnaire \\ \end{tabular} \\ \hline
[45] & Social cognition & 7-10 & COZMO/Icub & 23/22 &
\begin{tabular}{c} Interaction conducted in \\ presence of researcher \\ \end{tabular} & Experimental \\ \hline
[46] & Cognitive Behaviour Therapy & 5-10 & MOXIE & 12 &
\begin{tabular}{c} Interaction conducted in \\ presence of researcher \\ \end{tabular} & Blend of Both \\ \hline
[47] &
\begin{tabular}{c} Robot with scaffolding \\ mapping to enhance learning \\ \end{tabular} & 4-7 & NAO V5 & 40 & Main Interaction & Experimental \\ \hline
[48] & \
\begin{tabular}{c} Robotic activities enhance \\ more cognitive skills in early \\ schoolers than in later grades \\ \end{tabular} & 5-8 &
\begin{tabular}{c} BeeBot, Crab, \\ Lego, mBot \\ \end{tabular} & 567 & N/A & Meta-Analysis \\ \hline
[49] & \
\begin{tabular}{c} Achieved user’s cognitive and \\ affective dimensions towards \\ ecological sustainability \\ \end{tabular} & 7-9 & Pepper & 51 &
\begin{tabular}{c} Interaction was conducted in \\ presence of researcher \\ \end{tabular} & Experimental \\ \hline
[50] &
\begin{tabular}{c} Improvement in perception of \\ relationship and \\ increase engagement \\ \end{tabular} & 3-8 & Tega & 95 & Main Interaction & Experimental \\ \hline
[51] & \
\begin{tabular}{c} Children with ASD have \\ inadequate Mind Theory \\ development, which is linked \\ to deficiencies in their social, \\ cognitive, and \\ metacognitive processes \\ \end{tabular} & 3-6 & Different
\begin{tabular}{c} \\ applications, \\ robots, serious \\ games discussed \\ \end{tabular} & N/A & N/A & Study \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Summary of papers, both experimental and non-experimental, from 2018 to 2025. Information Structuring  
Table 2 reports the structured data from each chosen article. Each study's primary goal, the robot utilized, its name, the number of participants, and a brief explanation of the model or researcher's involvement are all listed in the table. The first column lists the cognitive domain (to which they belong, architectures, empathy, and the behavioural adaption requirement), in addition to the results. Additionally, the number and kind of participants in the experimental session are given for articles that outlined an experimental technique.