Children's perceptions of and interactions with a telepresence robot

Abstract

The primary concern of this study is to explore children's engagement and learning experiences in distant learning environments using three different videoconferencing technologies—two traditional screen-based videoconferencing technologies and a remotely-controlled telepresence robot. To truthfully capture the perspectives of the children, we employed multiple data collection methods—rating scales, narratives, ranking scales, and one-on-one interviews, as well as observation of nonverbal cues. Our findings suggest that participants reacted more positively to interactions via telepresence robot than to screen-based video-conferencing.