Enhancing Synchronous Hybrid Learning with Telepresence Robots: A PEPCII Pedagogical Design Model for Remote and Onsite Student Engagement

Tiina Kasuk^1*Janika Leoste^1,2Sirje Virkus²

• ¹Tallinn University of Technology, Tallinn, Estonia
• ²Tallinn University, Tallinn, Harju County, Estonia

The aim of this article is to provide a report on the development of a pedagogical design model for the effective adoption of telepresence robots (TPRs) in synchronous hybrid learning settings. Following the design thinking approach, we conducted three qualitative studies. In the first study, we examined the needs of and opportunities for using TPRs in education as well as some of the related challenges. This was based on the personal experiences of six academic staff members in two Estonian higher education institutions. Building on the first study, we designed a 13-week synchronous hybrid undergraduate-level course using TPRs. The course was delivered to six students. Based on the students' homework and written feedback, the first prototype of a pedagogical design model was subsequently developed. In the third study, this model was piloted with 56 teachers by means of a two-hour hands-on synchronous hybrid workshop. Based on the teachers' feedback, the prototype was further improved and the PEPCII Pedagogical Design Model was completed. The PEPCII model comprises six central components that address key barriers to the adoption of TPR-s in education: Physical Operational and Educational Environment, Ethical and Cybersecurity Considerations, Cognitive and Physical Limitations, Pedagogical Integration, Inclusive Access and Engagement, and Instructional Methods. Further research is needed to validate the PEPCII model in actual classroom settings over an extended period with larger and more diverse student samples, while considering the level of engagement as well as the well-being of all parties involved -TPR users, on-site students and teachers.