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Transformation Using Telepresence in the Classroom
Jennifer A Rode1, Madeline H Samson1, Hanlin Zhang1
1UCL Knowledge Lab, University College London, London, UK.
Computer Supported Cooperative Work : CSCW : an International Journal
|June 8, 2026
Summary
Mobile telepresence robots enhance hybrid education by fostering inclusion. Research shows overcoming articulation challenges leads to deeper embodied participation for remote students.
Area of Science:
- Human-Computer Interaction
- Educational Technology
- Sociology of Technology
Background:
- Computer-mediated communication (CMC) in education presents challenges for remote participants.
- Mobile telepresence robots offer a novel approach to hybrid learning environments.
- Ensuring equitable participation for remote students is crucial for effective hybrid classes.
Purpose of the Study:
- To explore best practices for using mobile telepresence robots in education.
- To investigate challenges and facilitators of effective telepresence in hybrid classrooms.
- To extend existing theories of articulation and courtesy work to telepresence robot usage.
Main Methods:
- Longitudinal ethnographic study of a hybrid class utilizing telepresence robots.
- Application of Grounded Theory (GT) to analyze qualitative data.
- Focus on articulation work, courtesy, and the theory of transformation.
Main Results:
- Telepresence robots require careful articulation work to ensure users are perceived as courteous.
- The "transformation" goal of telepresence, where remote users feel fully present, is achievable.
- Grounded Theory analysis identified strategies for overcoming challenges to transformation.
Conclusions:
- Effective use of telepresence robots can lead to deeper embodied participation than traditional videoconferencing.
- Prior research on articulation and courtesy work is applicable and extendable to telepresence robot contexts.
- Successful telepresence fosters a sense of belonging and full inclusion for remote students in hybrid educational settings.
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