The social robot? Analyzing whether and how the telepresence robot AV1 affords socialization

Abstract

Telepresence robots are increasingly used in schools as a way of including students who are unable to be physically present in the classroom with other students. The use of such robots is intended not just to help students follow their education but also to serve a social purpose. However, the extent to which the robots actually afford socializing needs to be explored further. This article analyzes how, to what extent, for whom, and under what circumstances the telepresence robot AV1 affords social contact for the heterogenous group of homebound Norwegian upper secondary school students. Building on Jenny Davis’ mechanisms and conditions framework of affordances, we focus on how AV1 affords for different students in specific circumstances. Our analysis draws on interviews with 11 upper secondary school students in Norway and finds that individual traits and circumstances such as health issues and social networks are important aspects when assessing whether a technology affords socializing. Based on our findings, we argue for expanding the mechanisms and conditions framework to include not just its current focus on perception, dexterity, and cultural and institutional legitimacy, but also the users’ emotions.