(Tele)Present in the classroom: exploring the international use of the AV1 telepresence robot for inclusive learning environments

• In Event: Charting New Paths Towards Equity and Inclusion: Transforming Environments for All Learners

Abstract

As technology continues to evolve, educational institutions are constantly looking for innovative ways to enhance learning experiences. This is especially important for students who face prolonged absences and cannot participate in school life as fully as their peers (Zillner et al. 2022). Telepresence robots (TPRs) are examples of recent attempts to introduce technologies into the school system impacting the social interactions of homebound students (Johannessen et al., 2023; Newhart et al,, 2016). The Norwegian TPR “AV1” (No Isolation, 2023) enables remote participation by allowing one-way video and two-way audio transmission between the classroom and the student's home. The student can control the movements of the robot's 360-degree rotating head, speak through it and interact with classmates and teachers via an app (ibid.). The paper explores the experiences with AV1 in education for students with chronic illness and the involved stakeholders. It aims to investigate the practical benefits and challenges of using AV1 to support students' academic and social needs in educational contexts to create more inclusive and equitable learning environments.
Within the framework of a comprehensive scoping review (Arksey & O'Malley, 2005), this research will systematically map and critically evaluate the international literature on the AV1 telepresence robot in education, following the PRISMA-ScR guidelines (Tricco et al., 2018). Covering studies from 2015, when AV1 was first introduced, to 2024, our review draws from various disciplines, including education, health sciences, and psychology. We identified three themes and eleven subthemes:1) Experience of children using AV1, 2) Experiences of school workers and 3) (favorable) framework conditions affecting the use of the AV1 in our findings. The three themes gave an insight into the academic and social experience regarding AV1 from the students and school workers. Additionally, it is discussed how AV1 TPRs can facilitate education by addressing accessibility issues and promoting social connectedness among learners (Fletcher et al. 2023; Johannessen et al. 2023). The contribution also considers ethical aspects, such as privacy concerns and the potential for exacerbating existing inequalities in educational access. The review offers valuable implications for practice, policy, and future research by synthesizing empirical evidence and theoretical insights. It emphasizes the need for more empirical research to understand better the complex dynamics of integrating AV1 TPRs in diverse learning environments and among different student populations. This research is particularly focused on enhancing students' sense of belonging and community, which is crucial for the design of positive learning environments (Rusticus et al., 2023).
The paper provides a comprehensive overview of the current state of knowledge on AV1 TPRs in education and insights to guide evidence-based practice and future research to foster increasingly inclusive learning environments.

Authors

• Lisa Neumann, University of Kaiserslautern-Landau

• Sophie Skoubo, Aarhus University