Telepresence robots help homebound K-12 students attend class remotely

A new study from researchers at the University of Southern California (USC) explores the use of telepresence robots to help homebound K-12 students attend classes remotely. The paper, led by Matthew Rueben and published in Education and Information Technologies, reports on four multi-week deployments with homebound students using mobile remote presence systems. Each deployment varied in context—student age, medical condition, classroom environment—but all shared the goal of providing embodiment and mobility beyond simple video conferencing. The researchers conducted 15 interviews and used qualitative case study analysis to understand each student's experience.

Results showed that while all participants enjoyed benefits like real-time participation and a sense of presence, each also faced unique challenges. Common issues included difficulty hearing and seeing classroom content, maneuvering the robot through tight spaces, and ensuring the robot was noticed by teachers and peers. More systemic challenges involved keeping the remote student engaged in activities, accountable to the teacher, and treated respectfully by classmates. Based on these insights, the authors recommend specific deployment procedures: assigning a classroom buddy, ensuring the robot has a clear line of sight, and setting expectations for respectful interaction. This research fills a critical gap in understanding how telepresence robots can be effectively integrated into K-12 education for homebound students.