Integrating Function and Connection: Two Perspectives to Telepresence Robot Design for Classroom

This study explores robotic telepresence in classrooms, from the perspectives of both the remote students (operators) and their in-person classmates. Analyzing a subset of field study data from 35 participants (22 operators, 13 classmates), we identified differing priorities: operators of the robot emphasize the need for improved functional aspects like camera control, while co-present classmates value social presence, interaction and identification, advocating for features like personalization and effective communication channels. These insights underline the need for telepresence robots that balance functional efficacy with social integration to provide a holistic educational experience. This work, though incomplete, enriches Group and CSCW literature on telepresence robots to facilitate collaborative interactions by highlighting the distinct needs of remote and in-person students, proposing design recommendations for telepresence robots that are technically proficient and socially responsive.