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Virtual Inclusion via Telepresence Robots in the Classroom
Veronica Newhart, UC IrvineDr. Mark Warschauer, UC IrvineDr. Leonard Sender, CHOC and UC Irvine
+Telepresence Robots
+Virtual Inclusion
allows a child to actively participate in educational and social activities throughout the day
+Rationale for Study
Inability to attend school may lead to feelings of loneliness, decreased self-esteem and a loss in sense of belonging
+Background
In the United States, 17% of all students under the age of 18 suffer from a chronic illness that affects their performance in school (Cox et al., 2008)
+Local Population
+What’s Been Done: Case Study
• Interviewso Five homebound childreno Five parentso Eleven teacherso Five school and district
officials
• Observations and classmate focus groupso Two classrooms
+Overcoming Isolation
Able to attend school for full day
Audition for and join school clubs (e.g. choir, Boy Scouts, creative writing classes)
Attend field trips
+Anthropomorphization of the Robot
Children ascribe human qualities to robot Do not want photograph with both child
and robot Hug robot when child “returns” to school “We like it when he chases us”
+Robot as bridge to the future
o Frequent references made by both teachers and classmates to “when he comes back to school”
+Design Features
Camera “tilt” capabilities
Surround audio (microphones)
Self-docking
Safety, low-weight
+Design Features
Adjustable height
Life-size face image
Wheels/tracks compliant with Americans with Disabilities Act (ADA) standards
Safety, gyroscope
+Design Recommendations
Teacher pass code for controls on robot
Camera “pan” (left to right) feature
Ability to hand out and receive assignments in real-time
+Current Study 2015-2016
Study will be replicated with larger sample size:
2 robots in Orange County
8 additional robots in CA, January 2016
8 robots in the East
14 robots in the Midwest
+Questions?
Please contact:Veronica Newhart via email at
[email protected] or visit http://www.veronicanewhart.com
