Abstract
Telepresence robots, designed to bridge physical distances, have unique capabilities and inherent limitations when deployed in classroom environments. This study examines these aspects, focusing on how telepresence robots facilitate or hinder classroom accessibility and inclusivity. Based on field study results from participatory observations, surveys and interviews with 22 participants, we present and catalogue the operational capabilities of telepresence robots, such as mobility and interaction potential, alongside their limitations in areas like sensory perception and social presence. Our findings reveal a nuanced landscape where telepresence robots act as both enablers and barriers in the classroom. This duality raises the question of whether these robots can be considered “disabled” in certain contexts and how this perceived disability impacts remote students’ inclusion in classroom dynamics. Finally, we present use recommendations to improve classroom experience and telepresence design.
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