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<p>This study aims to analyze trends in the use of robotics as a learning tool for students with autism, through the application of bibliometric techniques in educational settings. In this way, it provides an updated overview of the current state of research on the implementation of robotics in students with Autism Spectrum Disorder (ASD). In the methodological domain, 85 scientific documents were collected from the Web of Science database. In these studies, 58,82% adopted a quantitative methodological approach, 22,36% a qualitative one, and 18,82% employed mixed methods. Regarding research design, 18,82% of the studies used a quasi- experimental design, 20% employed a case study design, and 11,86% were pilot studies. A total of 64.7% of the studies were journal articles. The main thematic areas addressed were emotions, attention, engagement, imitation, and human–robot interaction. To select the final sample of documents, the PRISMA methodology was applied. PRISMA is a guideline that enables researchers to clearly and systematically describe the screening and selection process in systematic reviews. Data analysis was performed using SciMAT software, applying network analysis and visualization techniques such as co-word analysis and co-citation analysis. The findings indicated that, throughout the various periods analyzed, the themes of attention and joint attention have been the core topics in the application of robotics to students with autism. In recent years, there has also been a growing focus on the support provided by teachers in the use of robotics for learning. From a practical standpoint, there is a need to provide pedagogical training in robotics for teachers, as well as to design educational activities focused on the development of joint attention and affectivity, which are considered essential elements in promoting autonomy among students with ASD.As future lines of research, it is proposed to include additional bibliometric techniques, such as performance analysis, to obtain time-based information on the most cited articles, the most productive authors, and the journals that accumulate the most relevant publications in the field. All of this knowledge would help to broaden and enrich the insights obtained.</p>

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A Bibliometric Review of Thematic Evolution in Educational Robotics for Students with Autism Spectrum Disorder: Perspectives from Scientific Mapping

  • 期刊论文

  • 发表日期：

    2025年8月8日

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  • Gonzalo Lorenzo,
  • Andrea Cerdán-Chacón,
  • Santiago Meliá,
  • Alejandro Lorenzo-Lledó

摘要

This study aims to analyze trends in the use of robotics as a learning tool for students with autism, through the application of bibliometric techniques in educational settings. In this way, it provides an updated overview of the current state of research on the implementation of robotics in students with Autism Spectrum Disorder (ASD). In the methodological domain, 85 scientific documents were collected from the Web of Science database. In these studies, 58,82% adopted a quantitative methodological approach, 22,36% a qualitative one, and 18,82% employed mixed methods. Regarding research design, 18,82% of the studies used a quasi- experimental design, 20% employed a case study design, and 11,86% were pilot studies. A total of 64.7% of the studies were journal articles. The main thematic areas addressed were emotions, attention, engagement, imitation, and human–robot interaction. To select the final sample of documents, the PRISMA methodology was applied. PRISMA is a guideline that enables researchers to clearly and systematically describe the screening and selection process in systematic reviews. Data analysis was performed using SciMAT software, applying network analysis and visualization techniques such as co-word analysis and co-citation analysis. The findings indicated that, throughout the various periods analyzed, the themes of attention and joint attention have been the core topics in the application of robotics to students with autism. In recent years, there has also been a growing focus on the support provided by teachers in the use of robotics for learning. From a practical standpoint, there is a need to provide pedagogical training in robotics for teachers, as well as to design educational activities focused on the development of joint attention and affectivity, which are considered essential elements in promoting autonomy among students with ASD.As future lines of research, it is proposed to include additional bibliometric techniques, such as performance analysis, to obtain time-based information on the most cited articles, the most productive authors, and the journals that accumulate the most relevant publications in the field. All of this knowledge would help to broaden and enrich the insights obtained.