(Tele)present in the classroom: exploring the international use of telepresence robots for inclusive learning environments

摘要

Abstract This scoping review systematically maps and critically evaluates the telepresence robot (TPR) AV1 use in educational settings, targeting students with prolonged school absences due to chronic illness. The search was limited to studies published from 2016 to 2024. The review synthesizes findings from diverse fields such as education, health sciences, and psychology, offering a holistic understanding of AV1 TPR applications. Key themes include technical capabilities, pedagogical integration strategies, and students' social and academic experiences, with a focus on feelings of belonging. Ethical considerations like privacy, autonomy, and (educational) inequality are examined. The review highlights the importance of further empirical research to explore AV1 TPR adaption and its impact on inclusive education. The findings offer valuable insights for educators, policymakers, technology developers, and researchers, emphasizing the need for user-sensitive, evidence-based interventions to enhance educational experiences and support inclusive and equitable learning environments.