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Telepresence robots can empower people to work, play, and learn along with others, despite geographic distance. To investigate the use of telepresence robots for remote attendance of university-level classes, we conducted a study in four courses at our university. We compared student experiences attending class during three distinct phases in three different ways: in person, via state-of-the-art university distance learning tools (DLT), and via a telepresence robot. The results from N = 18 student participants revealed that although class attendance method preferences were split between in-person and DLT attendance, students felt more present, self-aware, and expressive when using a telepresence robot than when using DLT. The instructors of the courses uniformly preferred in-person attendance, but they noted that for remote learning, telepresence would be preferable to DLT use. This work can help to inform telepresence robotics and higher education researchers who wish to improve distance learning technologies.
Fitter et al. (Tue,) studied this question.