The Opinions of Basic School Students Regarding the Use of Telepresence Robots for Teaching and Learning

The COVID-19 pandemic has highlighted the need for educational systems to incorporate Remote Teaching and Learning (RTL) methods. However, the implementation of widespread RTL has faced challenges with adverse effects on student learning outcomes and mental health. This paper explores the use of telepresence robots (TPRs) as a solution to ensure educational continuity during disruptions. TPRs enable students who are unable to attend school physically to actively participate in classroom activities and interact with peers and teachers. This study examines students’ perceptions of TPR use in the classroom and identifies factors to consider when organizing TPR workshops for students in grades 5–9. Workshops were conducted in three Estonian schools introducing TPRs to the students who had the opportunity to interact with and control the robots. Data collection involved questionnaires using Likert scale questions and focus group interviews with workshop facilitators. Results revealed students’ evaluations of TPR use, including appropriateness for their own use, teacher use, and peer use. The findings contribute to understanding students’ perceptions of TPRs and inform the organization of TPR workshops for educational purposes. Incorporating TPRs into educational practices can provide inclusive education ensuring educational continuity during emergency and routine disruptions. This research emphasizes the importance of students’ interest and the need for appropriate implementation strategies to maximize the benefits of TPRs in education.