Designing telepresence robots for K-12 education

Cha, Elizabeth; Chen, Samantha; Matarić, Maja J.

doi:10.1109/roman.2017.8172377

Cited by 43 publications

(21 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The existing evidence from design-oriented and survey/ interview-based studies of telepresence robots suggests that such robots can increase the agency, presence and social inclusion of remote students (e.g. Cha, Chen, and Mataric 2017;Fitter et al 2018). However, there is an apparent research gap related to substantiating these kinds of claims with micro-level interactional evidence (but outside classrooms, see Liao et al 2019).…”

Section: Coordinating Joint Attention In the Materials Ecology Of Video-mediated Instructional Interactionmentioning

confidence: 99%

Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

Jakonen

Jauni

2021

Classroom Discourse

View full text Add to dashboard Cite

Videoconferencing is increasingly used in education as a way to support distance learning. This article contributes to the emerging interactional literature on video-mediated educational interaction by exploring how a telepresence robot is used to facilitate remote participation in university-level foreign language teaching. A telepresence robot differs from commonly used videoconferencing set-ups in that it allows mobility and remote camera control. A remote student can thus move a classroom-based robot from a distance in order to shift attention between people, objects and environmental structures during classroom activities. Using multimodal conversation analysis, we focus on how participants manage telepresent remote students' visual access to classroom learning materials. In particular, we show how visibility checks are accomplished as a sequential and embodied practice in interaction between physically dispersed participants. Moreover, we demonstrate how participants conduct interactional work to make learning materials visible to the remote student by showing them and guiding the 'seeing' of materials. The findings portray some ways in which participants in video-mediated interaction display sensitivity to the possibility of intersubjective trouble and the recipient's visual perspective. Besides increasing understanding of visual and interactional practices in technology-rich learning environments, the findings can be applied in the pedagogical design of such environments.

show abstract

Section: Coordinating Joint Attention In the Materials Ecology Of Video-mediated Instructional Interactionmentioning

confidence: 99%

Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

Jakonen

Jauni

2021

Classroom Discourse

View full text Add to dashboard Cite

show abstract

“…In their work, they reviewed the major hardware and software components associated with telepresence systems. Other research approaches, such as that by Cha et al [15], evaluated different design elements associated with robot and interface systems for deploying the platforms in classroom scenarios. Based on the Beam system, they analyzed different user experience challenges in teaching sessions through telepresence, such as communications, inclusion, or embodiment.…”

Section: Problem Descriptionmentioning

confidence: 99%

“…Even with this non-anthropomorphic shape, such robots prove to be valuable for education, and embodiment constitutes a cornerstone of student engagement [17]. The addition of other humanoid features to the robot is usually omitted due to bandwidth requirements, as well as an increased interaction complexity and higher cognitive load for users [15]. In terms of interface, the final operator is provided with information similar to that of videoconferencing software, i.e., audiovisual data from the local robot are transmitted to the remote operator, and vice versa.…”

Section: Problem Descriptionmentioning

confidence: 99%

Immersive Robotic Telepresence for Remote Educational Scenarios

Botev

Lera

2021

Sustainability

View full text Add to dashboard Cite

Social robots have an enormous potential for educational applications and allow for cognitive outcomes that are similar to those with human involvement. Remotely controlling a social robot to interact with students and peers in an immersive fashion opens up new possibilities for instructors and learners alike. Using immersive approaches can promote engagement and have beneficial effects on remote lesson delivery and participation. However, the performance and power consumption associated with the involved devices are often not sufficiently contemplated, despite being particularly important in light of sustainability considerations. The contributions of this research are thus twofold. On the one hand, we present telepresence solutions for a social robot’s location-independent operation using (a) a virtual reality headset with controllers and (b) a mobile augmented reality application. On the other hand, we perform a thorough analysis of their power consumption and system performance, discussing the impact of employing the various technologies. Using the QTrobot as a platform, direct and immersive control via different interaction modes, including motion, emotion, and voice output, is possible. By not focusing on individual subsystems or motor chains, but the cumulative energy consumption of an unaltered robot performing remote tasks, this research provides orientation regarding the actual cost of deploying immersive robotic telepresence solutions.

show abstract

“…Advances in artificial intelligence (AI) are enabling new applications in educational technology, such as robots [5,20]. Robots have been used in the classroom as a tool for explaining science, technology, engineering, and mathematics (STEM) concepts (for reviews see: Benitti [7]; Mikropoulos & Bellou [39]), to provide remote access (e.g., [10]), and as an embodied social agent that acts as a teacher or classroom companion (e.g., [28]). Our focus is on exploring how robots, as social agents, should interact with teachers and students in the classroom, specifically during learning activities.…”

Section: Introductionmentioning

confidence: 99%

Identifying Functions and Behaviours of Social Robots for In-Class Learning Activities: Teachers’ Perspective

Ceha

Law

Kulić

et al. 2021

Int J of Soc Robotics

View full text Add to dashboard Cite

With advances in artificial intelligence, research is increasingly exploring the potential functions that social robots can play in education. As teachers are a critical stakeholder in the use and application of educational technologies, we conducted a study to understand teachers' perspectives on how a social robot could support a variety of learning activities in the classroom. Through interviews, robot puppeteering, and group brainstorming sessions with five elementary and middle school teachers, we take a sociotechnical perspective to conceptualize possible robot functions and behaviours, and the effects they may have on the current way learning activities are designed, planned, and executed. Using activity theory to analyze learning activities as an activity system illustrated a number of tensions that currently exist between the components of the system. Overall, the teachers responded positively to the idea of introducing a social robot as a technological tool for learning activities, envisioning differences in usage for teacher-robot and student-robot interactions. We discuss the fine-grained functions and behaviours envisioned by teachers, and how they address the current tensions -providing suggestions for improving the design of social robots for learning activities.

show abstract

Designing telepresence robots for K-12 education

Cited by 43 publications

References 31 publications

Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

Immersive Robotic Telepresence for Remote Educational Scenarios

Identifying Functions and Behaviours of Social Robots for In-Class Learning Activities: Teachers’ Perspective

Contact Info

Product

Resources

About