Around the world there has been growing interest in the use of technologies to connect students who are absent from school because of a health or medical condition to their teachers and peers in school. In this article findings are presented from a scoping review which sought to map the impacts of telepresence robots (TPR) for students who miss school because of illness. In Australia, TPRs are being piloted across the country in efforts to address the isolation of students with chronic illness. However, there is very little research internationally and no research in Australia that maps the potential and issues associated with students who are connected to their classrooms through TPRs. Therefore, research-based guidance regarding how best to direct the successful implementation of TPRs is required. Findings from the limited research available suggest that TPRs can enable positive experiences in education and can foster the social development of chronically-ill students; improvements to the design of TPRs are still required to maximise educational and social benefits; there is a need for appropriate professional learning for teachers in engaging with students through TPRs and for planning between all stakeholders; and, finally, issues of privacy and possible negative reactions from all parties involved need to be addressed.

在世界范围内，人们越来越关注使用技术来将因健康或医疗状况而缺课的学生与他们的老师和同龄人联系起来的方法。在这篇文章中，研究结果来自范围界定审查，该研究试图绘制网真机器人（TPR）对因病缺课的学生的影响。在澳大利亚，TPR正在全国范围内试行，以解决患有慢性疾病的学生的隔离问题。但是，国际上很少进行研究，而澳大利亚也没有任何研究能够勾勒出与通过TPR连接到教室的学生相关的潜力和问题。因此，需要有关如何最好地指导TPR成功实施的基于研究的指导。现有的有限研究结果表明，TPR可以带来积极的教育经验，并可以促进慢性病学生的社会发展；为了最大程度地提高教育和社会效益，仍需要改进TPR的设计；需要适当的专业学习，以便教师通过TPR与学生互动，并在所有利益相关者之间进行计划；最后，需要解决隐私问题以及所有相关方可能产生的负面反应。需要适当的专业学习，以便教师通过TPR与学生互动，并在所有利益相关者之间进行计划；最后，需要解决隐私问题以及所有相关方可能产生的负面反应。需要适当的专业学习，以便教师通过TPR与学生互动，并在所有利益相关者之间进行计划；最后，需要解决隐私问题以及所有相关方可能产生的负面反应。