Abstract:

Beginning primary school, or moving to secondary school, can be challenging for student and family especially when a student faces a chronic health condition or injury. The impact of missing school on academic performance and learning process can be significant since the period of recovery. Options for such situation include hiring a personal teacher, take a sabbatical, reschedule the date of exams, and catch up during the summer. Mentioned scenario has been used to do before telepresence robot technology came along.

The following problem remains: How to participate in the learning process without leaving home or hospital? It can be solved with the help of a telepresence robot to participate in the learning process from home or hospital. Avatar is a unique educational catch-up opportunity that tailors tuition for children who have missed school due to illness or injury.

The paper presents a qualitative study of deploying a robot as an avatar for sick child. The aim of the study is to demonstrate how the technology support access to education for adolescent forced to stay at home due to injuries, as well as how robot-avatar meets their school needs, and affects the social connections related to school.

The paper examines the case of injured adolescent Peter (14), who received the help from the robot-avatar (AV1) in his attendance in learning and studying process. The investigation lasted in period 4th September 2023 - 29th September 2023 integrating AV1 into adolescent everyday life.
The following arrangements entailed parents’ permission, agreement with personal teacher, and injured adolescent were made. The case illustrates diverse usability issues that have had an impact on how the robot-avatar did at home.

Robot-avatar is intended for a single person’s use, controlled by his owner, acting as owner’s eyes, ears, and voice. It can be controlled through a smartphone or tablet.

The literature review was conducted to understand the utilization of the AV1 in education. The study examined:
1. Teacher’s ability to review teaching and determine teaching quality using AV1.
2. Special teaching competencies needed.
3. The tips.
4. The success and the quality of the AV1.

Ethical concerns raised during the study with parents expressing unease about potential remote monitoring. Participant was interviewed, helped to install the app and usage of AV1 was explained. Personal teacher received training beforehand. Interview conducted with personal teacher lasted about 30 minutes each week (total 4 times) and was audio recorded and transcribed using automatic transcription software.

The answers for the following research questions were searched:
1. Did the AV1 allow private teacher to evaluate his teaching quality?
2. Did the AV1 allow private teacher to monitor specific competencies or skills?
3. Did the AV1 allow private teacher to give any tips for educators?
4. Did the AV1 allow private teacher to decide about the success or unsuccess of the format?

Findings from the study reveal strengths and weaknesses of AV1. The qualitative data indicated an overall positive experience for the remote student and his personal teacher but also stated some limitations. Educators’ willingness to use AV1 may be influenced by their prior experience with technology. However, the successful implementation and use of AV1 require careful coordination, technical consideration and addressing potential limitations.

Keywords:

Avatar, teacher, education, competencies, student.