## 3 Materials and Methods
### Methods
The table provides a summary of the publications in this survey that makes it easier to compare them. The way kids view and engage with social robots is greatly influenced by their look. Because anthropomorphic robots, like NAO [43] and Kaspar, are sometimes made to seem like people or animals, kids may find them more relatable and interesting. For example, a humanoid robot called NAO has been used in numerous studies to teach the fundamentals of music and improve social skills, demonstrating that its human-like look makes kids feel more at ease and involved during conversations. Similarly, the expressive face of Kaspar [30], a product created especially for kids with autism, aids in better emotion interpretation for kids who struggle with social communication. Another essential component of social robots is their sensory capacities. Robots with sophisticated sensors--like cameras, microphones, and touch sensors--are better able to recognize and react to the emotions and behaviours of kids. For instance, Moxie [46], a robot created to teach social and emotional skills, combines speech analysis and facial recognition to modify its interactions according to the child's emotional state. In order to establish rapport and trust, which are critical for successful learning and social development, it is imperative to be able to \"read\" and react to children's emotions in real time. Furthermore, given their multimodal sensory inputs, robots like Pepper [57] can do more sophisticated tasks with kids, like teaching them about ecological sustainability. To make learning more engaging and dynamic, these robots can provide tactile, visual, and even aural feedback. These robots are more effective in a variety of educational contexts because of their capacity to process and react to many sensory inputs, which enables them to adjust to various learning preferences and styles. Another key component of social robots' efficacy is their mobility and gesture capabilities. Children are frequently more interested in robots that can imitate human movements \begin{table}
\begin{tabular}{l l l l l l l} \hline \hline
**Ref** & **Findings** & **Age** & \
\begin{tabular}{l} **Type/Name of** \\ **Robot** \\ \end{tabular} &
\begin{tabular}{l} **Total** \\ **Participants** \\ \end{tabular} & **Role** & **Methodology** \\ \hline
[52] & \
\begin{tabular}{l} Twofold study was presented: \\ conceptual study and \\ enhancement of cognition \\ using human-like gestures \\ \end{tabular} & 4–6 & NAO & 94 &
\begin{tabular}{l} Pre- and post-test were \\ conducted by researcher \\ \end{tabular} & experimental \\ \hline
[53] & \
\begin{tabular}{l} Wayfinding skills were \\ enhanced by engaging kids \\ with socio-cognitive robots \\ \end{tabular} & 5 & Mecwilly, Bluebot & 156 &
\begin{tabular}{l} Pre- and post-test were \\ conducted by researcher \\ \end{tabular} & experimental \\ \hline
[54] & \
\begin{tabular}{l} Develop learning skills using \\ AI based technology \\ \end{tabular} & 4–7 & PopBots & 80 & Main Interaction &
\begin{tabular}{l} Qualitative \& \\ Quantitative \\ Study \\ \end{tabular} \\ \hline
[55] & \
\begin{tabular}{l} Enhancing \\ cognitive skills \\ \end{tabular} & 7–11 &
\begin{tabular}{l} VR Game \\ (The Cow \& The \& The \\ Pitcher) \\ \end{tabular} & 50 & Main Interaction & Experimental \\ \hline
[56] & Learning creativity & 6–10 & JIBO & 51 &
\begin{tabular}{l} Main interaction with \\ assistance of teachers \\ \end{tabular} & Experimental \\ \hline
[57] &
\begin{tabular}{l} Cognitive skills/Improve \\ learning in autistic children \\ \end{tabular} & 5–8 & Pepper & 145 & Main Interaction & Experimental \\ \hline \hline \end{tabular}
\end{table} 
Table 2: _Cont._and gestures, like NAO and Tega [50]. For instance, it has been demonstrated that NAO's capacity to make human-like gestures improves children's educational experiences, especially when it comes to teaching social skills and music [43].