2025

Kasuk, Tiina; Leoste, Janika; Fenyvesi, Kristof; Anđić, Branko; Heidmets, Mati

Telepresence robots (TPRs) represent an innovative shift in educational technology, offering significant potential to enhance student engagement, facilitate communication, and promote inclusivity through improved social connectedness. Our proposed chapter will explore the pedagogical integration of TPRs in educational settings, aiming to create equitable learning opportunities for all students, irrespective of physical constraints. We will delve into practical implementations of TPRs to support students unable to attend classes due to health constraints and educators teaching from remote locations, thus expanding the educational reach and personalized learning experiences. The chapter will outline strategic approaches to overcome common barriers to TPR integration, such as connectivity issues, maneuverability limitations, and user adaptation challenges. We will discuss the necessity for multimodal planning to maximize the benefits of TPRs within pedagogical designs, emphasising the development of a conducive learning environment that offers high-quality learning and teaching experience for all participants; acknowledge, clarify, and overcome potential cognitive and physical limitations; responsive to ethical considerations and ensure privacy and cybersecurity protections. Additionally, the chapter will address the training needs for educators and students to effectively utilize TPR technology, enhancing both learning outcomes and user experience. Our analysis will contribute to understanding digital pedagogy and human–robot interaction by providing evidence-based strategies and innovative lesson designs. This will support the educational community in implementing adaptive learning activities that leverage the capabilities of social robots to foster creativity, critical thinking, and problem-solving skills among students.