Multi-Week, In-Class Deployments of Telepresence Robots With Four Homebound K-12 Students: Benefits, Challenges, and Recommendations

2026-05-19

AI Summary

This study addresses the risks of cognitive and social developmental delays among K–12 students with prolonged school absences, a challenge inadequately mitigated by existing at-home or online learning solutions that fail to replicate in-person classroom interaction. For the first time, the research deployed telepresence robots—equipped with audiovisual communication and autonomous mobility—over multiple weeks in authentic K–12 classrooms. Through 15 in-depth interviews and multi-case qualitative analysis, it systematically investigates homebound students’ experiences, challenges, and design opportunities when participating remotely via such robots. Findings reveal individualized patterns of benefit, with participants demonstrating enhanced academic engagement and social connectedness. The study also identifies critical design shortcomings related to auditory, visual, and control interfaces, and proposes actionable strategies for system refinement and seamless integration into educational practice.

Abstract

Missing significant amounts of school during K-12 education is known to put students' cognitive and social development at risk. Alternatives such as home instruction and online learning are common, but lack sufficient interaction with peers and teachers in the classroom. Mobile remote presence systems, or telepresence robots, are promising for homebound students because they provide embodiment and mobility in addition to the real-time participation offered by video conferencing technologies. Research is needed, however, for telepresence robots to meet the complex needs of homebound students participating remotely in the K-12 classroom context. We present findings from four multi-week deployments with homebound K-12 students attending classes via telepresence robots. The homebound students' experiences were documented in a total of 15 interviews and analyzed qualitatively as case studies. The homebound student participants and their deployment contexts differed from one another along multiple dimensions, and while some benefits of mobile remote attendance were enjoyed by all participants, each participant also experienced unique benefits. Some challenges with hearing, seeing, and moving the robot around the classroom warranted improvements to the design of the telepresence system. Other challenges suggested priorities for managing a classroom deployment, such as ensuring that the remote student is included in classroom activities, accountable to the teacher, and treated with respect by classmates. Based on insights from the study, we make recommendations for real-world deployment procedures in similar contexts.

Problem

• telepresence robots
• homebound students
• K-12 education
• remote participation
• classroom inclusion

Innovation

• telepresence robots
• homebound students
• K-12 education
• classroom deployment
• remote learning