Telepresence robots have recently been introduced as a way for children who are homebound due to medical conditions to attend their local schools. These robots provide an experience that is a much richer learning experience than the typical home instruction services of 4–5 hours a week. Because the robots on the market today were designed for use by adults in work settings, they do not necessarily fit children in school settings. We carried out a study of 19 homebound students, interviewing and observing them as well as interviewing their parents, teachers, administrators, and classmates. We organized our findings along the lines of the various tasks and settings the child is in, developing a learner-centered analytic framework , then teacher -, classmate -, and homebound-controller-centered analytic frameworks . Although some features of current robots fit children in school settings, we discovered a number of cases where there was a mismatch or additional features are needed. Our findings are described according to analytic frames that capture user experiences. Based on these user-centered findings, we provide recommendations for designing the robot and user interface to better fit children using robots for school and learning activities.

中文翻译：

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骑着机器人去上学

最近引入了远程呈现机器人，作为因医疗条件而在家中的儿童就读当地学校的一种方式。与每周 4-5 小时的典型家庭指导服务相比，这些机器人提供的学习体验要丰富得多。由于当今市场上的机器人是为成年人在工作环境中使用而设计的，因此它们不一定适合学校环境中的儿童。我们对 19 名回家的学生进行了一项研究，对他们进行了采访和观察，并采访了他们的父母、老师、管理人员和同学。我们根据孩子所处的各种任务和环境来组织我们的发现，制定一个以学习者为中心的分析框架， 然后老师-,同班同学-， 和以本地控制器为中心的分析框架. 尽管当前机器人的某些功能适合学校环境中的儿童，但我们发现在许多情况下存在不匹配或需要其他功能。我们的发现是根据捕捉用户体验的分析框架来描述的。基于这些以用户为中心的发现，我们提供了设计机器人和用户界面的建议，以更好地适应使用机器人进行学校和学习活动的儿童。