Abstract Telepresence robots (TPRs) have been proposed to enhance the participation of distance students in higher education by enabling real-time interaction in synchronous hybrid settings. However, their use introduces pedagogical, technical, and ethical challenges that are insufficiently addressed by existing technology-integration frameworks. This study empirically examines the PEPCII pedagogical design model (PEPCII model) through design-based research conducted in authentic higher-education teaching contexts. The PEPCII model was applied as a design-informed framework to guide TPR-mediated teaching and a mixed-method validation process involving teachers, TPR-mediated students, and in-class students. The findings indicate that the learning experiences in TPR-mediated hybrid environments are strongly shaped by teacher preparedness and the deliberate pedagogical integration, while also showing that TPRs can help students participate when they can’t attend in person. Drawing on multi-stakeholder empirical evidence, the study refines the implementation of the PEPCII model and articulates practical guidance for applying the model. By basing validation in actual classroom use, the study contributes to research on hybrid learning design and offers a practical framework for addressing persistent challenges in TPR-mediated higher education.
Kasuk et al. (Mon,) studied this question.