Irene Trapero-González Francisco Javier Hinojo-Lucena José-María Romero-Rodríguez ^* Alejandro Martínez-Menéndez

• University of Granada, Granada, Spain

As robotics become more and more present in about every area of the human daily life scheme, their presence in the educational world has grown more common by the day, especially with regard to earlier stages and in relation to disciplines framed within the STEM concept, given its innate links to these programmable companions. Consequentially, the main goal of the present study is none other than to analyze the evolution in time of robotic learning mediation of STEM-based teaching and learning in the Primary Education stage. To achieve this, a systematic review of the literature and meta-analysis on the topic were conducted, retrieving experiences of interest (n = 13; n = 8). The results of the present paper show that this educational research field, although with certain hiatuses, has been of globally increasing interest, implementing a variety of robotic-related products that, in the end, have been reported to cause a moderate benefit regarding the acquisition and strengthening of STEM competences. Future research lines are discussed, pointing at the urgent need to establish a framework of reference regarding didactic planning around these resources, as to extend their use to every potential teacher in the target stage.