Aspects of Using Telepresence Robot in a Higher Education STEAM Workshop

Leoste, Janika; Virkus, Sirje; Kasuk, Tiina; Talisainen, Aleksei; Kangur, Katrin; Tolmos, Piedad

doi:10.1007/978-3-031-21047-1_2

Cited by 4 publications

(8 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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: 94%

“…Challenges included connectivity problems, limited interaction due to mechanical constraints and audio issues, difficulties in navigation and a narrow field of view. Leoste et al (2022a) examined the strengths and weaknesses of using TPRs in HE, identifying 13 relevant papers through Google Scholar. Three key themes emerged from the research:…”

Section: Education Through Telepresence Robotsmentioning

confidence: 99%

“…In addition to papers focused solely on literature analysis, several articles incorporate brief literature reviews alongside empirical studies. For instance, Leoste et al (2022a) provide an overview of TPR utilisation in education, highlighting advantages such as cost and time savings, remote accessibility for students with health-related challenges and enhanced inter-institutional connections. Additionally, TPRs contribute to the improvement of social presence, communication and relationships, and fostering global collaborations among educational institutions.…”

Section: Education Through Telepresence Robotsmentioning

confidence: 99%

“…Additionally, TPRs possess the capacity to bridge geographical gaps, facilitate participation for individuals facing constraints, address teacher shortages, provide time and cost savings and expand the horizons of learning opportunities. Leoste et al (2022a) and Virkus et al (2023) also emphasised the benefits of enhanced social presence and time and cost savings. Charteris et al (2022) and Fletcher et al (2023) Education through telepresence robots underscored the importance of promoting virtual inclusion and increasing engagement in their respective literature reviews.…”

Section: Benefits Of Using Telepresence Robots In Educationmentioning

confidence: 99%

“…Leoste et al (2022a) examined the strengths and weaknesses of using TPRs in HE, identifying 13 relevant papers through Google Scholar. Three key themes emerged from the research: enhanced social presence; active classroom engagement; and a sense of physical presence. …”

Section: Related Literature Reviewsmentioning

confidence: 99%

See 4 more Smart Citations

Exploring the power of telepresence: enhancing education through telepresence robots

Kasuk,

Virkus

2023

ILS

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: Challenges Of Implementing Telepresence Robots In Educationmentioning

confidence: 94%

Section: Education Through Telepresence Robotsmentioning

confidence: 99%

Section: Education Through Telepresence Robotsmentioning

confidence: 99%

Section: Benefits Of Using Telepresence Robots In Educationmentioning

confidence: 99%

Section: Related Literature Reviewsmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the power of telepresence: enhancing education through telepresence robots

Kasuk,

Virkus

2023

ILS

Self Cite

View full text Add to dashboard Cite

show abstract

In the Footsteps of Learning: A Comparison of Robotic and Human Instructor Movement in the Classroom

Hordemann,

Quek,

Gomez

2024

Lecture Notes in Computer Science

View full text Add to dashboard Cite

Comparative Analysis of Telepresence Robots’ Video Performance: Evaluating Camera Capabilities for Remote Teaching and Learning

Talisainen,

Leoste,

Virkus

2023

Preprint

View full text Add to dashboard Cite

The COVID-19 outbreak demonstrated the viability of various remote working solutions, telepresence robots (TPRs) being one of them. High-quality video transmission is one of the cornerstones of using such solutions, as most of the information about the environment is acquired through vision. This study aims to compare the camera capabilities of four models of popular telepresence robots using compact reduced LogMAR and Snellen optometry charts as well as text displayed on the projector screen. The symbols from the images are extracted using OCR (Optical Character Recognition) software and the results of the recognition are compared with the symbols on the charts. Double 3 TPR provides the best quality images of optometric charts, but the OCR results of measurements of the image on the projector do not show the clear advantage of one single model over the others. The results demonstrated by Temi 2 and Double 3 TPRs are generally better than the others, suggesting that these TPRs are more feasible to be used in teaching and learning scenarios.

show abstract

Aspects of Using Telepresence Robot in a Higher Education STEAM Workshop

Cited by 4 publications

References 13 publications

Exploring the power of telepresence: enhancing education through telepresence robots

Exploring the power of telepresence: enhancing education through telepresence robots

In the Footsteps of Learning: A Comparison of Robotic and Human Instructor Movement in the Classroom

Comparative Analysis of Telepresence Robots’ Video Performance: Evaluating Camera Capabilities for Remote Teaching and Learning

Contact Info

Product

Resources

About