La relation entre progrès technologique et innovation pédagogique a récemment engendré un nouveau champ de recherche, à la croisée des chemins entre la Psychologie, les Sciences de l’Education et l’Intelligence Artificielle : la Robotique Educationnelle (RE). La présente thèse fournit un état de l’art critique sur la RE, ses origines et son positionnement au sein des technologies de l’information et de la communication pour l’enseignement (TICE). A travers une analyse des finalités éducatives atteignables en fonction du statut technologique et des modalités d’apprentissage spécifiques aux différents types de robots, nous définissons trois paradigmes pédagogiques : (i) l’apprentissage de la robotique, (ii) l'apprentissage avec la robotique, et (iii) l'apprentissage par la robotique. Ces trois paradigmes sont abordés à travers trois thématiques, dans une perspective de recherche fondamentale en Psychologie : (i) les représentations mentales que les humains ont du robot, (ii) l’acceptation et la confiance dans les interactions homme-robot et (iii) les apprentissages favorisés par les robots en contexte éducatif. / Through a psychological perspective, the thesis concerns the three ER learning paradigms that are distinguished upon the different hardware, software, and correspondent modes of interaction allowed by the robot. Learning robotics was investigated under the issue of robot representation. By robot representation, we mean its ontological and pedagogical status and how such status change when users learn robotics. In order to answer this question, we carried out an experimental study based on pre- and post-inquiries, involving 79 participants. Learning with robotics was investigated under the issue of robot’s functional and social acceptance. Here, the underlying research questions were as follows: do students trust in robot’s functional and social savvy? Is trust in functional savvy a pre-requisite for trust in social savvy? Which individuals and contextual factors are more likely to influence this trust? In order to answer these questions, we have carried an experimental study with 56 participants and an iCub robot. Trust in the robot has been considered as a main indicator of acceptance in situations of perceptual and socio-cognitive uncertainty and was measured by participants’ conformation to answers given by iCub. Learning by robotics was investigated under the issue of robot’s impact on learning. The research questions were the following: to what extent the combined RBI & IBSE frame has a positive impact on cognitive, affective, social and meta-cognitive dimensions of learning? Does this combined educational frame improve both domain-specific and non-domain specific knowledge and competences of students? In order to answer these questions, we have carried a one-year RBI & IBSE experimental study in the frame of RObeeZ, a research made through the FP7 EU project Pri-Sci-Net. The longitudinal experiments involved 26 pupils and 2 teachers from a suburb parisian primary school.