User perspectives of robotic telepresence technology in schools: A systematic literature review

Fletcher, Matthew; Bond, Caroline; Qualter, Pamela

doi:10.1080/02667363.2022.2155932

Cited by 8 publications

(12 citation statements)

References 31 publications

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“…They suggested that future research should focus on specific robot types in similar educational contexts. Fletcher et al (2023) conducted a systematic literature review on the usage of TPRs in schools. They searched various databases, including PsychInfo, British Education Index, Web of Science, Education Resources Information Centre, Technology Research Database, Internurse and British Nursing Index.…”

Section: Education Through Telepresence Robotsmentioning

confidence: 99%

“…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. One of the paramount benefits of TPR in education is their ability to break down traditional barriers, rendering education more accessible to a broader spectrum of students.…”

Section: Benefits Of Using Telepresence Robots In Educationmentioning

confidence: 99%

“…It is essential to address these concerns to gain the trust of all stakeholders, including students, teachers and parents. Privacy concerns were also mentioned by Charteris et al (2022), Leoste et al (2022a) and Fletcher et al (2023) and social and emotional challenges by Virkus et al (2023).…”

Section: Challenges Of Implementing Telepresence Robots In Educationmentioning

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: Education Through Telepresence Robotsmentioning

confidence: 99%

Section: Benefits Of Using Telepresence Robots In Educationmentioning

confidence: 99%

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Exploring the power of telepresence: enhancing education through telepresence robots

Kasuk,

Virkus

2023

ILS

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“…Furthermore, social interaction with peers is a key factor influencing the child's academic and social development (Helms et al, 2016). While telepresence robots promise to facilitate social connectedness remotely, knowledge is sparse regarding how they specifically facilitate children with cancer while under treatment to participate in social and academic activities (Fletcher et al, 2023; Page et al, 2020; Weibel et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Telepresence robots are increasingly used to support children not present in the classroom to overcome school‐related problems by facilitating their virtual presence in the classroom (Fletcher et al, 2023; Newhart et al, 2016; Schouten et al, 2022; Weibel et al, 2020). Telepresence robots are designed to allow the remote user to control the robot's “body” (movements and features) in a specific environment.…”

Section: Introductionmentioning

confidence: 99%

Telepresence robotic technology support for social connectedness during treatment of children with cancer

et al. 2023

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Children with cancer experience fragmented school attendance during treatment. Telepresence robots that connect them with school during treatment periods were explored through an intervention involving participant observation followed by semi‐structured interviews from 2020–22 with children with cancer, their class teachers, and classmates. We used an abductive approach, inspired by the Agential Realism theory and Situational Analysis. The use of telepresence robots in education enables hospitalized children to actively participate in real‐time social activities with their classmates. However, consistent monitoring is necessary to ensure the success of this integration process as the classmates can lose interest in providing support to a child with cancer.

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Robots2school: telepresence-mediated learning in the hybrid classroom – experiences in education support for children during cancer treatment: a qualitative study

Weibel,

Bergdahl,

Hallström

et al. 2023

Educ Inf Technol

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Children with cancer experience recurring hospitalizations and isolation during treatment, which affect their school attendance. This study explores experiences of children with cancer, their classmates, and teachers with using the telepresence robot as a learning mediator in the hybrid classroom during treatment periods. 31 children with cancer (aged 7–17 years), 30 teachers, and 118 classmates participated in interviews and 19 h of participant observations were undertaken in nine classrooms. The Agential Realism Theory and Situational Analysis framed the data analysis. There was a single overarching theme, “Telepresence robot didactic,“ and five sub-themes (Telepresence mediated learning, school-home collaboration, hybrid robot teaching, intra-actions in class, and inclusive spatiality). This study advocates the complexity of telepresence robot didactics, emphasizing that numerous human and other factors must intra-act and work simultaneously to achieve optimal learning conditions for children during cancer treatment. This includes considerations such as modality availability for the remote child; the teacher’s understanding of telepresence robot didactic and hybrid learning; the classmate’s ability to involve the remote child in groupwork; the child’s own treatment protocol, the robot’s functionalities, and spatiality in the class. Strategies for use and the systematic surveillance of telepresence robots are needed to ensure that children during cancer treatment do not lag in academic achievement. This study proposes that children with cancer can continue participating in class while hospitalized or isolated and consequently reduce social and academic setbacks.

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User perspectives of robotic telepresence technology in schools: A systematic literature review

Cited by 8 publications

References 31 publications

Exploring the power of telepresence: enhancing education through telepresence robots

Exploring the power of telepresence: enhancing education through telepresence robots

Telepresence robotic technology support for social connectedness during treatment of children with cancer

Robots2school: telepresence-mediated learning in the hybrid classroom – experiences in education support for children during cancer treatment: a qualitative study

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