2023

Leoste, Janika; Pöial, Jaanus; Marmor, Kristel; Fenyvesi, Kristof; Häkkinen, Päivi

Telepresence robots (TPRs) are seen as promising tools for maintaining social presence in distance learning conditions, contributing to student persistence and wellbeing by reducing their feeling of isolation and distress. We examined the challenges that the use of telepresence robots in a pair-programming course presents to the teacher and students. Semi-structured interviews were used to collect data from the teacher and four students about their experience of being mediated via a telepresence robot and having a teacher or student mediated via a telepresence robot. The data were coded and analyzed to map the main challenges. Four general areas of concern were revealed: preconditions for use, justifications for use, robot characteristics, and potential challenges. Using TPRs is justified for students in conditions where their social presence is required (e.g., in discussions, workshops or other educational activities). In this particular case, the use was not recommended for the teacher. TPRs’ educational implementation should be planned meticulously to maximize their positive effect and to reduce potential setbacks. In addition, the TPR's features should match as best as possible to the requirements of the educational activities to be carried out in a specific physical and social environment.