Telepresence Robots for Remote Participation in Higher Education

Abstract

Telepresence robotics enable people to synchronously communicate and interact at a distance. The Covid-19 pandemic caused in-person teaching and research activities to migrate online in almost all society sectors (including higher education). In hybrid learning environments, telepresence robots have the potential to increase the effectiveness of distance learning by enhancing user presence, allowing students to remain physically embodied and socially connected. However, to be accepted, trusted, and adopted in higher education, more work is needed to investigate the specific requirements of telepresence robotics in these settings. In this paper, we present the results of a mixed methods study exploring how the use of a telepresence robot in a simulated learning and research environment affects trust in and user experience of telepresence robots used in higher education. We aimed to understand users’ attitudes and requirements for the use of telepresence robots in academic teaching and research. Our findings suggest that the level of trust is contingent upon the user, the performance of the robot, and the credibility of the developing organisation. We additionally map out the current challenges encountered by the use of telepresence robots in these settings and provide suggestions to improve user experience by highlighting new software and hardware capabilities.