User perspectives of robotic telepresence technology in schools: A systematic literature review

IF 1 Q4 PSYCHOLOGY, EDUCATIONAL

Educational Psychology in Practice Pub Date : 2023-01-20 DOI:10.1080/02667363.2022.2155932

Matthew Fletcher, C. Bond, P. Qualter

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引用次数: 5

Abstract

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.

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学校机器人远程呈现技术的用户视角:系统的文献综述

摘要在英国，机器人远程呈现技术的使用越来越多，它允许用户远程访问环境，以支持有身体/情绪困难的学生融入/出勤。教育心理学家（EP）可能会遇到机器人远程呈现技术，因为他们在支持学生融入方面发挥了作用。尽管教育部正在探索这项技术作为一种替代教育形式，但缺乏探索机器人远程呈现技术的研究。当前的综述探讨了用户的观点。数据库搜索在2021年7月至2021年9月期间进行，确定了过去十年内发表的研究。11篇论文符合入选标准。审查确定了四个归纳主题：机器人远程呈现技术促进包容性的潜力；机器人远程呈现技术促进参与的潜力；影响效用的技术设计因素；以及机器人远程呈现技术对用户的可接受性。研究结果与对教育心理学家/未来研究的启示一起进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology in Practice PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.70

自引率

12.50%

发文量