The Impact of AI Educational Robots on Early Childhood Mathematics Education: A Systematic Literature Review

Abstract

Early childhood mathematics education faces persistent challenges, including limited student engagement and difficulties in fostering foundational mathematical thinking through traditional methods. Artificial intelligence (AI)-powered educational robots have emerged as innovative tools to support early math learning by offering interactive, personalized, and developmentally appropriate experiences. This systematic literature review, conducted by PRISMA guidelines, highlights the pedagogical potential of AI robotics in early mathematics education and recommends future research employing longitudinal and cross-cultural designs, as well as a line with PRISMA guidelines, examined 28 empirical studies published between 2016 and 2025, sourced from Scopus, Web of Science, and other academic databases. The included studies focused on typically developing children aged 3–6 years and explored outcomes related to mathematical learning, computational thinking, cognitive development, and engagement. Findings indicate that AI educational robots can significantly enhance early numeracy skills, spatial reasoning, executive functions, and learner motivation, particularly when integrated within STEAM-based and project-based learning frameworks. However, limitations such as small sample sizes, short intervention durations, and lack of cultural and contextual diversity persist across the literature. This review underscores the pedagogical potential of AI robotics in early mathematics education and calls for future research employing longitudinal and cross-cultural designs, as well as more robust integration of robotics into authentic classroom environments to support scalable and sustainable implementation.