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Title: Limits and benefits of using telepresence robots for educational purposes
Authors: Häfner, Polina
Wernbacher, Thomas
Pfeiffer, Alexander
Denk, Natalie
Economides, Anastasios A.
Perifanou, Maria
Attard, Andre
DeRaffaele, Clifford
Sigurðardóttir, Helena
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
virtual mobility
Issue Date: 2022
Publisher: Springer
Source: 25th International Conference on Interactive Collaborative Learning
Volume Title: 25th International Conference on Interactive Collaborative Learning (ICL)
Part of Series: Lecture Notes in Networks and Systems
Part of Series: Lecture Notes in Networks and Systems
Abstract: The continuing spread of the COVID19 virus shows that adequate prepara-tion for telepresence scenarios such as teleteaching is elementary for struc-tured teaching in secondary education. There should be no negative impact on teaching quality, either in times of general crisis or simply as a measure to ensure institutional stability and individual flexibility in an increasing-ly digital world. State-of-the-art telepresence approaches include the possi-bility to use telerobotic systems or telepresence robots (TR). These systems are configured with an immersive interface such that users feel present in a remote environment, projecting their presence through the remote robot. While many professional tasks can be shifted away from the workplace ra-ther easily, social aspects gain particular significance in the context of learning and education. By enabling physical and spatial interaction far be-yond the possibilities of mere video conferencing, the high degree of social presence provided by TR can assist better learning experiences. TR can compensate for the lack of mobility or restricted travel options of students, educators or staff. TR can foster language learning and intercultural ex-change, and TR can prepare students for the workspaces of tomorrow.
Appears in Collections:Department of Economics

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