Application of artificial intelligence robot-assisted teaching in early childhood language education: A systematic literature review

Early childhood language education often suffers from low engagement and limited effectiveness in vocabulary and expressive language development. AI-powered educational robots have emerged as promising tools to address these challenges. This scoping review, following PRISMA guidelines, analyzed 14 empirical studies (2021–2025) involving children aged 0–6 from Scopus and Web of Science. Findings indicate that AI robots enhance vocabulary acquisition, verbal expression, attention, and participation, especially through multimodal interactions (e.g., speech, gestures, visuals). However, most studies featured small samples, short durations, limited cultural relevance, and insufficient teacher integration. This review underscores the pedagogical potential of AI robots and calls for longitudinal, cross-cultural research and classroom-based implementation to ensure sustainability.