Comparing Robots and Non-robot Phygital Artefacts in Children’s Storytelling via a Systematic Review

Storytelling is a widely explored educational practice. Within Human-Robot Interaction (HRI), robots are extensively employed for storytelling. In parallel, non-robot phygital artefacts - physical objects augmented with digital technologies - have been considered for supporting interaction and collaboration. However, systematic comparisons between these approaches remain limited. This paper presents a systematic review of 135 out of 1,040 studies (2014-2025) involving participants under 18. The review compares robots and non-robot phygital artefacts used in storytelling. Studies were coded across analytic lenses on media, participation, collaboration, learning goals, and Artificial Intelligent support, enabling age-stratified comparison. Findings reveal that non-robot phygital artefacts more consistently foster peer collaboration and creative ownership, while robots primarily contribute social presence and novelty, often structuring participation sequentially. The review highlights implications for future HRI design, suggesting that robots should complement alternative phygital artefacts by promoting openness, adaptability, and collaboration in storytelling