The use of robotic telepresence (RT) systems in education has been explored as a means of enhancing feelings of social presence and inclusion in interactions between remote and physically-present participants. To better understand the role that RT movement plays in shaping social presence, we conducted a two condition (stationary vs. movement) controlled experiment. Findings suggest movement is a powerful means of communication, and that contextual factors such as skill of movement, proximity, and number of participants influence how RT movement in a classroom setting may be positively or negatively interpreted by physically-present participants.
Presenters: John Bell, Hannah Klautke, William Cain, Tommy Lister
Long Abstract: The use of robotic telepresence (RT) systems in education has been explored as a means of enhancing feelings of social presence and inclusion in interactions between remote and physically-present participants. A key feature of RT is its ability to pair audio/visual interactions with movement directed by a remote participant. While studies have shown RT can enhance social presence in comparison to standard video conferencing systems, questions remain about how RT movement is actually interpreted by physically-present participants. To better understand the role that RT movement plays in shaping social presence, we conducted a two condition (stationary vs. movement) controlled experiment. We asked pairs of physically-present subjects (N = 28) to interact with a robot interviewer to gauge the effect of movement on their sense of social presence. Results from quantitative analysis showed significant positive effects of movement on social presence, yet there was no significant preference by subjects for either the stationary or movement conditions. Supporting qualitative analysis showed subjects differed in their interpretations of RT movement in the context of the interviews, ascribing different meanings and levels of effectiveness to enhancing social presence in this way. Findings suggest contextual factors such as skill of movement, proximity, and number of participants influence how RT movement in a classroom setting may be positively or negatively interpreted by physically-present participants.
Session Detail: In order to effectively engage the audience, our team will present this material in person and using robotic technologies such as those used in the experiment. We will open the session with a brief overview of the research process then provide a short demonstration of the experiment using members of the audience. With a live poll, we will then embody just-in-time findings as they compare to our research findings on the whole.
Our main learning outcomes for this presentation are to communicate the findings of this study and provide a foundation for future research interest into the area of RT in classrooms. By modeling our process and allowing the audience to directly engage with RT, this presentation will provide not only conceptual framing but also genuine experience with RT. Our presentation materials will include both the presentation slides detailing the specifications and findings of our study as well as the robotic hardware used in modeling RT.
Who might benefit from this presentation: This session is designed to provide educators and administrators with practical implications in the use of robotic telepresence in educational settings. As an early research study investigating robotic movement as a component of interaction, this session will provide stronger conceptual frameworks for practitioners to consider when provisioning future telepresence in education.