Managing activity transitions in robot-mediated hybrid language classrooms

Jakonen, Teppo; Jauni, Heidi

doi:10.1080/09588221.2022.2059518

Cited by 8 publications

(7 citation statements)

References 47 publications

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“…Jakonen and Jauni (2022) conducted a video-based study of interactional practices in university-level hybrid language classrooms that combined on-site and remote participation through telepresence. They draw on multimodal conversation analysis and analysed a selection of data extracts, focusing on how participants use the robot’s mobility as an interactional resource in moments of transition between the whole-class and group-based activities.…”

Section: Resultsmentioning

confidence: 99%

“…These 12 studies included a wide variety of research strategies and methods, such as experiment (Janard and Marurngsith, 2017; Chen et al , 2022), institutional and mixed-method case study (Rinfret, 2020; Liao et al , 2022), online survey (Khadri, 2021), developmental research (Zhang et al , 2018), simulation (Mudd et al , 2020), semi-structured interviews (Jadhav et al , 2018; Johannessen et al , 2022), mixed methods approach with the interview data, field notes, transcripts of conversations captured on video (Liao and Lu, 2018), video analysis (Jakonen and Jauni, 2022) and a review paper (Chang, 2019). The study subjects consisted of students (e.g.…”

Section: Resultsmentioning

confidence: 99%

“…One of the main benefits of TPRs is facilitating the access to education in specific situations, such as supporting students with health problems and disabilities (Jadhav et al , 2018) or in situations where physical access to education is either temporarily or permanently impeded (Chang, 2019; Rinfret, 2020). It was evident that TPRs can provide remote learners with a greater sense of social presence and engagement compared to traditional videoconferencing tools (Chen et al , 2022; Jakonen and Jauni, 2022). The research findings also showed that TPRs are suitable for many aspects of patient care and provide access to cultural assets, such as in museums (Chang, 2019; Mudd et al , 2020).…”

Section: Discussionmentioning

confidence: 99%

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Telepresence robots from the perspective of psychology and educational sciences

Virkus

Leoste²,

Marmor³

et al. 2023

ILS

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Purpose Telepresence robots (TPRs) are an emerging field of application and research that have received attention from various disciplines, including computer science, telehealth and education. The purpose of this study is to conduct a bibliometric analysis of publications on TPR in the Web of Science database from 1980 to 2022 to gain a better understanding of the state of research on TPRs and explore the role of pedagogical and psychological aspects in this research. Design/methodology/approach The analysis of research publications on TPRs was made on the basis of papers published in the Web of Science database from 1980 to 2022. The following research questions were proposed: What are the main tendencies in publication years, document types, countries of origin, source titles, publication authors, affiliations of authors and the most cited articles related to TPRs? What are the main topics discussed in the publications from the perspective of psychology? What are the main topics discussed in the publications from the perspective of educational sciences? Findings The results indicate that it is in the computer science where most of the existing research has been conducted, whereas the interest in the psychology and educational science has been relatively low. The greatest regional contributor has been the USA, whereas the effort in the European Union lags behind. Research publications in psychology in the Web of Science database related to TPRs can be grouped into three broad thematic categories: features of TPRs, degree of social presence compared to physical presence or other mediated technologies and opportunities for using TPRs. The results suggest that from the perspective of psychology, TPRs are one of the approaches that could enable greater social presence in remote communication. Most of the analysed papers in educational sciences investigated the opportunities of using TPRs in various educational fields. However, while the findings of the studies indicated significant potential of TPRs for education, their acceptance for wider use is still challenged. Research limitations/implications The limitations of this research are that this study only analysed research papers in the Web of Science database and therefore only covers a limited number of scientific papers published in the field of psychology and educational sciences on TPRs. In addition, only publications with the term “telepresence robots” in the topic area of the Web of Science database were analysed. Therefore, several relevant studies are not discussed in this paper that are not reflected in the Web of Science database or were related to other keywords. Originality/value The field of TPRs has not been explored using a bibliographic analysis of publications in the Web of Science database from the perspective of psychology and educational sciences. The findings of this paper will help researchers and academic staff better understand the state of research on TPRs and the pedagogical and psychological aspects addressed in this research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Telepresence robots from the perspective of psychology and educational sciences

Virkus

Leoste²,

Marmor³

et al. 2023

ILS

View full text Add to dashboard Cite

show abstract

“…This includes determining the optimal placement of TPRs, organising effective pair/group work, establishing movement guidelines and identifying necessary TPR involvement. The teacher should provide verbal or non-verbal cues to ensure active student participation in the learning process (Jakonen and Jauni, 2022). To effectively use TPRs in learning, Cha et al (2017) stress the importance of considering students’ cognitive and social development, as well as their familiarity with technology.…”

Section: Resultsmentioning

confidence: 99%

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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“…For example, their effectiveness has been evaluated with regard to hospitalized children's virtual attendance at school [2], students' social presence and inclusion [3]- [4], social isolation [5], monitoring health-related issues of the elderly [6], and so on. Overall, previous research suggests that telepresence robots can improve mediated communication (see for example [7]- [8]).…”

Section: Introductionmentioning

confidence: 84%