Articulation work for supporting the values of students attending class via telepresence robots

Abstract

Robotic Telepresence (TR) is a promising medium for providing classroom access for students who are unable to attend classes in-person. While existing research has focused on TR’s usability, adoption, and embodiment, there is a need for research focusing on how TR supports key user values — like identity, privacy, and courtesy — in educational contexts. To bridge this gap, we engaged 22 university students in a field study using Beam telepresence robots, which enabled us to discern the key manifestations of these three values in classroom human–robot interactions. We also identified articulation work improvised by remote students to maintain these values. Based on our findings, we propose recommendations for use that can support these values and offer design recommendations for future telepresence robots. Our insights offer valuable guidance to educational institutions intending to integrate telepresence robots, as well as to their designers.