The Acceptance of Telepresence Robots in Higher Education

While telepresence robots have increasingly become accepted in diverse settings, the research on their acceptance in educational contexts has been underdeveloped. This study analyzed how the use intention of telepresence robots can be influenced by perceived usefulness, perceived ease of use, subjective norm, and perceived risk for students, faculty, and staff in higher education. Survey data were collected from 60 participants with direct operator experience with a variety of telepresence robots deployed in a large research university in the Midwest region of the United States. Path analysis results indicated that perceived usefulness was the only significant direct predictor of use intention of telepresence robots. Both perceived ease of use and subjective norm had a significant positive effect on perceived usefulness. Subjective norm also had a significant positive indirect effect on use intention, mediated by perceived usefulness. Perceived risk had a negative effect on perceived ease of use. These findings indicated that the usefulness of robots was central to operators' decisions to use telepresence robots. Therefore, design choice for telepresence robots should prioritize usefulness. Secondly, the design of telepresence robots should minimize complexity for the end user and minimize cognitive demand. Having nominal difficulty of use would also facilitate multiple embodiments by combining telepresence robots with other technologies to support more rich social interactions.