Designing telepresence robots for K-12 education

Abstract

Telepresence robots have the potential to improve access to K-12 education for students who are unable to attend school for a variety of reasons. Since previous telepresence research has largely focused on the needs of adult users in workplace settings, it is unknown what challenges must be addressed for these robots to be effective tools in classrooms. In this paper, we seek to better understand how a telepresence robot should function in the classroom when operated by a remote student. Toward this goal, we conducted field sessions in which four designers operated a telepresence robot in a real K-12 classroom. Using the results, we identify key research challenges and present design insights meant to inform the HRI community in particular and robot designers in general.