Telepresence Robot Use for Children with Chronic Illness in Australian Schools: A Scoping Review and Thematic Analysis

Abstract

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.