Abstract
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 also been considered for their capacity to support 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 AI 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. Evidence is uneven across age groups, with a predominance of primary school and mixed-age studies. The review highlights implications for future HRI design, suggesting that storytelling robots should complement rather than replace alternative phygital artefacts by promoting openness, adaptability, and collaboration as synergistic partners in children’s storytelling practices.