Please use this identifier to cite or link to this item:
Authors: Wernbacher, Thomas
Pfeiffer, Alexander
Häfner, Polina
Buchar, A.
Denk, Natalie
König, N.
DeRaffaele, Clifford
Attard, Andre
Economides, Anastasios A.
Perifanou, Maria
Type: Conference Paper
Subjects: FRASCATI::Social sciences::Educational sciences::Education, general (including: training, pedagogy,didactics)
FRASCATI::Natural sciences::Computer and information sciences
Keywords: telepresence robots
remote education
remote learning
remote teaching
distance education
distance learning
distance teaching
human computer interaction
virtual presence
Issue Date: 2022
Publisher: IATED
Volume: 1
First Page: 6514
Last Page: 6522
Volume Title: INTED2022 Proceedings
Part of Series: INTED2022 Proceedings
Part of Series: INTED2022 Proceedings
Abstract: The shift to the virtual world through activities such as gaming, e-sports, streaming and time spent on social networks continues. Next to the leisure sector, current developments around COVID-19 caused a massive increase in the use of online educational resources in 2020/2021. However, not all of the schools and universities in the EU were well prepared for this "digital only" scenario: based on the e-learning ranking by the Center for European Policy Studies, Austria is on the 10th place, Germany on the 27th place with regards to the logistical and didactical preparedness for distance learning. In the digital education of the future there is the vision of seamless virtual and physical access for every home and between each home and the school, as well as its inhabitants such as educators, students and parents. Among the increasing number of available teleteaching tools, the use of telepresence robots (TR) has particular potential. TR can compensate the lack of mobility of students for various reasons (i.e. distant residency, bad weather conditions, disabilities or illness, force majeure conditions such as epidemics) and enables them to study in a social environment, where they can take an active part in the class on a peer-to-peer basis. The technology also enables distant educators from remote areas or other countries to be present in class. Compared to common teleteaching methods such as video conferencing solutions, the advantages lie in the possibility to actively control the robots and thus also to occupy the physical space. Telepresence robots thus not only enhance the feeling of social presence, but also enable interactions with the environment that are otherwise impossible. The use of telepresence robots in education as an innovative practice in a digital era inherits positive effects on inclusion, it fosters 21st century skills such as collaboration and communication and finally it reduces the environmental impact of educational routines. This paper is thus concerned with the use of telepresence robots in educational institutions at the upper secondary and higher education levels, such as in classrooms and other (e- )learning settings. A better understanding of TR will be gained through a use case in terms of a hybrid course start for students at Danube University Krems. A mix of quantitative (online-questionnaire) and qualitative methods (virtual focus group) will be used to evaluate the risks and challenges as well as the opportunities of using telepresence technologies in hybrid learning settings by questioning the participating students. It is envisioned that our findings will support the adoption of digital technologies and resources for hybrid learning settings next to raising awareness of the importance of media literacy and social competences in the context of distance education.
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
Other Identifiers: 10.21125/inted.2022.1653
Appears in Collections:Department of Economics

Files in This Item:
File Description SizeFormat 
RUOMO_2022_INTED_TRinE_telepresence Robots in Education.pdf1,32 MBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons