A Review of the Usage of Telepresence Robots in Education

Velinov, Aleksandar

doi:10.46763/bjami21310027v

Cited by 16 publications

(7 citation statements)

References 13 publications

(17 reference statements)

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“…Technical challenges include unreliable Wi-Fi connections, difficulties in maintaining high-quality audio and video amidst environmental noise and problems with adjusting voice volume and visual cues. Velinov (2021) and Häfner et al (2022) also emphasised connectivity issues and Velinov (2021) and Chou et al (2023) noted audio/video quality problems. Additionally, limitations arise from the inability of TPR-mediated students to physically interact with learning materials in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…Physical challenges involve positioning and mobility of TPRs, restricted gaze cues and head movement, distracting motion and a mechanical appearance, which can hinder their effectiveness. These challenges are also mentioned in previous literature reviews (Velinov, 2021;Häfner et al, 2022;Leoste et al, 2022aLeoste et al, , 2022b. While these challenges are real, they are inherent to the nature of TPR technology and may require innovative design solutions to overcome.…”

Section: Challenges Of Implementing Telepresence Robots In Educationmentioning

confidence: 93%

“…Several literature reviews have been conducted to investigate the role of TPRs in education. For example, Velinov (2021) identified 28 relevant studies on Google Scholar: 14 in primary education, nine in secondary education and 12 in higher education (HE). Some studies discussed TPRs across multiple educational levels.…”

Section: Related Literature Reviewsmentioning

confidence: 99%

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Exploring the power of telepresence: enhancing education through telepresence robots

Kasuk,

Virkus

2023

ILS

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Purpose This study aims to enhance the understanding of the current research landscape regarding the utilisation of telepresence robots (TPRs) in education. Design/methodology/approach The bibliometric and thematic analysis of research publications on TPRs was conducted using papers in the Scopus database up to 2023. The final analysis focused on 53 papers that adhered to the selection criteria. A qualitative analysis was performed on this set of papers. Findings The analysis found a rising trend in TPR publications, mostly from the USA as conference papers and journal articles. However, these publications lacked technology integration frameworks, acceptance models and specific learning design models. TPRs have proven effective in various learning environments, fostering accessible education, better communication, engagement and social presence. TPRs can bridge geographical gaps, facilitate knowledge sharing and promote collaboration. Obstacles to implementation include technical, physical, social and emotional challenges. Publications were grouped into four thematic categories: didactic methods of using TPRs, TPRs for educational inclusivity, TPR as a teacher mediator and challenges in using TPRs. Despite the significant potential of TPRs, their broader adoption in education is still facing challenges. Research limitations/implications This research solely analysed research papers in the Scopus database, limiting TPR publications with the keywords “telepresence robots”, “learning”, “teaching” and “education”, excluding studies with different other keywords. Originality/value This study enhances understanding of TPR research in education, highlighting its pedagogical implications. It identifies a gap in the inclusion of technology integration frameworks, acceptance models and learning design models, indicating a need for further research and development.

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Section: Discussionmentioning

confidence: 99%

Section: Challenges Of Implementing Telepresence Robots In Educationmentioning

confidence: 93%

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Exploring the power of telepresence: enhancing education through telepresence robots

Kasuk,

Virkus

2023

ILS

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“…It provides a systematic way to check the solution point in the feasible part to determine the optimal value from the objective function. In this method, someone continues the steps from a basic feasible solution to others so that the objective function always increases [21]. The result of using the simplex method is that it collects better value to maximize profits [22].…”

Section: Simplex Methodsmentioning

confidence: 99%

Optimization of bakery production by using branch and bound approach

Rahimullaily¹,

Darwas²,

Purwasih³

2023

Comput. Sci. Inf. Technol.

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Mommy Ai Kitchen is one the businesses specializing in the bakery business, producing cupcakes, birthday cakes, brownies, and donuts. However, it does not optimally determine each bakery’s production quantity, so it offers fewer profits and becomes a problem. This research aims to find the optimal production quantity so that this business maximizes profits. The method used was integer programming using the branch and bound approach, which counts the decision variable value using the simplex method. This research was based on the number of raw materials on hand-wheat flour, sugar, eggs, modal, and the profits of each bakery. Based on the analysis of the branch and bound approach, it was known that the maximum profit value was IDR 253,200, with eight alternative options for the bakeries that were produced. One of them was Mommy Ai Kitchen, which could produce three cupcakes, five birthday cakes, one brownie, and nine donuts to get that maximum profit. Meanwhile, Mommy Ai Kitchen’s estimation could produce one cupcake, one brownie, and six donuts using available materials with a profit of IDR 78,800. As a result, the profit difference before and after integer programming was IDR 174,400.

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“…Earlier work has been done evaluating the use of telepresence robots by adults in offices [ 47 – 51 ], health care [ 49 , 52 – 55 ], conferences [ 56 , 57 ], and aging in place [ 47 , 49 , 58 – 60 ]. Recent work has also covered children using telerobots in schools [ 7 , 8 , 11 , 61 , 62 ], using a tele-operated robot with arm and gripper for learning activities [ 63 ], and using a desktop robotic agent to play “rock, paper, scissors” remotely [ 64 ].…”

Section: Related Workmentioning

confidence: 99%

The Power of Robot-mediated Play: Forming Friendships and Expressing Identity

Ahumada-Newhart

Schneider

Riek

2023

J. Hum.-Robot Interact.

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Tele-operated collaborative robots are used by many children for academic learning. However, as child-directed play is important for social-emotional learning, it is also important to understand how robots can facilitate play. In this paper, we present findings from analysis of a national, multi-year case study, where we explore how 53 children in grades K-12 ( n =53) used robots for self-directed play activities. The contributions of this paper are as follows. First, we present empirical data on novel play scenarios that remote children created using their tele-operated robots. These play scenarios emerged in five categories of play: physical, verbal, visual, extracurricular, and wished for play. Second, we identify two unique themes that emerged from the data—robot-mediated play as a foundational support of general friendships and as a foundational support of self-expression and identity. Third, our work found that robot-mediated play provided benefits similar to in-person play. Findings from our work will inform novel robot and HRI design for tele-operated and social robots that facilitate self-directed play. Findings will also inform future interdisciplinary studies on robot-mediated play.

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A Review of the Usage of Telepresence Robots in Education

Abstract: BJAMI publishes original research articles in the areas of applied mathematics and informatics.

Cited by 16 publications

References 13 publications

Exploring the power of telepresence: enhancing education through telepresence robots

Exploring the power of telepresence: enhancing education through telepresence robots

Optimization of bakery production by using branch and bound approach

The Power of Robot-mediated Play: Forming Friendships and Expressing Identity

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