Recent advances in robotic telepresence have created new opportunities for students that are unable to engage in traditional classroom environments physically. Although these technologies are still being tested in application, early indicators support the idea that robotic telepresence enhances the learning experience by allowing greater autonomy and depth of engagement with peers. This exploratory case study examines the experiences of a fifth-grade student who was limited in her ability to attend school due to illness. It utilizes a qualitative investigation into the experiences of robotic-telepresence from the perspectives of the remote student, peer students in the classroom context, and the teacher. Four central themes emerged from the analysis indicating A) improvements for relational normalcy and autonomy, B) personal agency in learning, C) rapid acceptance and normalization of the robotic device, and D) prescription for future use.


Telepresence, Robotics, Inclusion, Education, Human-Computer Interaction, Human-Robot Interaction



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