## 5 Discussion
In this study, we primarily focused on papers that report enough information about the children interacting with the robot, such as their behaviours, responses, differences in task performance, and unusual and typical reactions, and the results indicate the impact on their cognitive skills in order to illustrate the child factor in the studies. We observe that children's development heavily relies on trying new things, making mistakes, conquering obstacles, and receiving both positive and negative reinforcement in a wide range of social, physical, and intellectual contexts. Human-robot interaction can be promoted, and important insights for maximizing human-robot social interactions can be obtained by applying the knowledge acquired in human-human interaction [74]. Although thorough, the two databases used for the review--Google Scholar and Web of Science--may not have included all the pertinent research published in other databases or in languages other than English. The review only included papers that were published between 2018 and 2025, which would have left out previous studies that might have offered background information or fundamental understandings of the evolution of robot-mediated learning. The robots employed in the evaluated experiments differed greatly in terms of their autonomy, capability, and design. Because of this variety, it is challenging to make generalizations regarding the efficacy of particular robot features or interaction modalities. Standardized protocols for robot design and interaction may be useful for future studies. To evaluate the long-term effects of robot-mediated learning on kids' cognitive and social development, future research should concentrate on longitudinal studies. Furthermore, cross-cultural comparisons may offer insightful information into how cultural variations affect kids' interactions with robots. Lastly, further study is required to examine the moral ramifications of deploying social robots in classrooms, especially with regard to kids' privacy and emotional health. Our analysis demonstrates research trends in the use of social robots to investigate social and cognitive concepts, including early conversational abilities, action understanding, improvement in perception, and learning enhancement. Robots have also been utilized in several studies to investigate emotions, reading comprehension, and computational reasoning [75]. The majority of research, we discovered, concentrated on whether children viewing robots as a social partner causes their cognitive skills improve or not. Another significant discovery was that young children's perceptions, understanding, and reactions to social robots are significantly influenced by both the robots' behaviour and appearance [50; 51; 57; 75]. Through interesting and interactive learning experiences, social robots have demonstrated the ability to improve children's cognitive abilities, resilience, and self-assurance. The child's age, developmental stage, and cultural background and the robot's design are some of the variables that affect how effective these robots are. Older children can work on more difficult problem-solving activities, while smaller children benefit from sensory exploration and simple interactions. Children's interactions with robots are also greatly influenced by environmental factors and cultural norms. Notwithstandingthe encouraging results, certain issues, including emotional reliance, accessibility, and moral dilemmas, must be resolved. To completely understand the long-term effects of robot-mediated learning, longitudinal research and larger participant pools are necessary.