Abstract
Educational Robotics (ER) will shape the future of education. However, there are many limitations in the existing literature on this topic, mostly related to its definition and its possible fields of application. Previous studies have mainly focused on existing equipment for ER and the variety of educational scenarios that can be developed with it, along with their potential benefits for a child. Despite this interest, to the best of our knowledge, few studies have investigated classifications of a structured definition for ER along with all the domains that can be easily connected with it. The following research is based both on a review of the existing literature as well as results from studies conducted by the authors and aims to provide a structured interdisciplinary definition of ER. Specifically, the authors conducted two different studies based on the official curriculum of the Greek Schools. Through these studies, the influence of ER in cultivating pupils' digital and social skills was investigated and the results will be presented below. Moreover, as usually ER is considered a subset of STEM or STEAM, this research aims to identify possibilities of applying ER in every course of the School Curriculum.
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