User Perspectives of Robotic Telepresence Technology in Schools: A Systematic Literature Review

Autor/inn/en	Fletcher, Matthew; Bond, Caroline; Qualter, Pamela
Titel	User Perspectives of Robotic Telepresence Technology in Schools: A Systematic Literature Review
Quelle	In: Educational Psychology in Practice, 39 (2023) 2, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fletcher, Matthew) ORCID (Bond, Caroline) ORCID (Qualter, Pamela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2022.2155932
Schlagwörter	Robotics; Technology Uses in Education; Telecommunications; Distance Education; Inclusion; Attendance; Physical Disabilities; Emotional Problems; Foreign Countries; Nontraditional Education; Design; Usability; Student Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Robotertechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Distance study; Distance learning; Fernunterricht; Inklusion; Anwesenheit; Physical handicap; Körperbehinderung; Ausland; Non-traditional education; Alternative Erziehung; Schülerverhalten; Großbritannien
Abstract	There is a growth in the use of robotic telepresence technology, allowing users to remotely access an environment, to support the inclusion/attendance of school pupils experiencing physical/emotional difficulties in the UK. Educational psychologists (EPs) are likely to encounter robotic telepresence technology due to their role in supporting pupil inclusion. Despite the Department for Education exploring this technology as a form of alternative provision, there is a lack of research exploring perceptions around robotic telepresence technology. The current review explores perspectives of users. Database searches were conducted between July 2021 and September 2021, identifying studies published within the last ten years. Eleven papers met the inclusion criteria. The review identified four inductive themes: potential for robotic telepresence technology to promote inclusion; potential for robotic telepresence technology to facilitate engagement; technical design factors influencing utility; and acceptability of robotic telepresence technology to users. Findings are discussed alongside implications for educational psychologists/future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01