教室里的远程呈现机器人

Penny Thompson, Sarinporn Chaivisit
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引用次数: 5

摘要

本研究使用共享功能空间的概念来探讨学生对在面对面课堂中使用远程呈现机器人的看法。这项定性试点研究的结果表明,远程呈现机器人有潜力为远程用户和课堂学生提供足够的自主权和代理,以感知共享的服务空间。机器人用户和同学们用人类代词来描述机器人用户,并讨论适应机器人存在的过程。教室的物理配置既可以促进也可以阻碍这一过程。这项研究为学生在面对面课堂上的体验提供了更好的理解,包括远程学生使用远程呈现机器人上课。它可以帮助教育工作者设计和实施这些体验,为课堂和远程学习者创造有益的课堂体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Telepresence Robots in the Classroom
This study used the concept of shared affordance space to explore students’ perceptions of the use of a telepresence robot in a face-to-face classroom. Results from this qualitative pilot study suggest the telepresence robot has the potential to provide enough autonomy and agency for both the remote user and the in-class students to perceive a shared affordance space. Robot users and classmates use human pronouns to describe the robot user and discuss a process of adjusting to its presence. The physical configuration of the classroom can either facilitate or hinder this process. The research provides greater understanding of the experiences of students in a face-to-face classroom that includes remote students attending class using a telepresence robot. It can help educators design and implement these experiences in a way that creates a beneficial classroom experience for both in-class and remote learners.
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