[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-135141-en":3,"doc-seo-135141-105":30,"detail-sidebar-cat-0-en-105":83},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},135141,1649267921044,"Ava Thompson","https://us-avatar.wpscdn.com/avatar/1800007509477c92dfb?_k=1786009248482753345",8,"Research & Report","Articulation Work for Supporting the Values of Students Attending Class via Telepresence Robots","Robotic Telepresence (TR) enables classroom access for students unable to attend in person, yet existing work has focused mainly on usability, adoption, and embodiment. This study addresses how TR supports key user values—identity, privacy, and courtesy—in educational interactions. A field study with 22 university students using Beam robots captures value manifestations and the improvised “articulation work” used to sustain them. Recommendations support classroom integration and guide future telepresence design.","Paper length () Highlights  \nArticulation Work for Supporting the Values of Students Attending Class via Telepresence Robots  \nHouda Elmimouni, Jennifer A Rode, Selma ˇSabanovi´c  \n• Explores values of identity, privacy, and courtesy in classroom telepresence robots.  \n• Investigates user-driven articulation work in remote classroom participation.  \n• Analyzes 22 participants’ experiences with telepresence robots in education.  \n• Provides best practices for using telepresence technology in classrooms.  \n• Offers insights for telepresence design focused on user values in education.  \nArticulation Work for Supporting the Values of Students Attending Class via Telepresence Robots  \nHouda Elmimouni, Jennifer A Rode, Selma ˇSabanovi´c  \naIN “country –USA˝ “email –[helmimo@iu.edu](helmimo@iu.edu) ˝ b “institution –University College London˝ “city –London˝ “country –UK˝ “email  \n–[j.rode@ucl.ac.uk](j.rode@ucl.ac.uk) ˝  \ncIN “country –USA˝ “email –[selmas@indiana.edu](selmas@indiana.edu) ˝  \nAbstract  \nRobotic Telepresence (TR) is a promising medium for providing classroom access for students who are unable to attend classes in-person. While existing research has focused on TR’s usability, adoption, and embodiment, thereis a need for research focusing on how TR supports key user values—like identity, privacy, and courtesy—in educational contexts. To bridge this gap, we engaged 22 university students in a field study using Beam telepresence robots, which enabled us to discern the key manifestations of these three values in classroom human-robot interactions. We also identified articulation work improvised by remote students to maintain these values. Based on our findings, we propose recommendations for use that can support these values and offer design recommendations for future telepresence robots. Our insights offer valuable guidance to educational institutions intending to integrate telepresence robots, as well as to their designers.  \nKeywords:  \nRobotic telepresence, robot–mediated communication, remote participation, classroom, articulation work, identity, privacy, courtesy  \n1. Introduction  \nIllnesses, injuries, physical disabilities, and COVID infections in recent years, keep significant numbers of students from attending classes in person. In cases where the absence from school is extended, the student may lag behind instruction and feel socially isolated, which has been shown to adversely impact mental health and educational attainment [1, 2] . Some schools and  \nPreprint submitted to IJHCS August 28, 2024  \ninstructors have made efforts to provide alternatives to in-person attendance, such as online courses and video conferencing. However, such solutions do not offer the social experience a student needs and gains while interacting with peers in the school environment, as social learning is dependent on being richly immersed in an interactive social context [3, 4] .  \nRobotic Telepresence is a promising medium for supporting remote education, as it mimics many aspects of face-to-face interaction. Many social cues are available when telepresence robots are involved, including facial expression, intonation, and accent, as well as physical movement in space, with the latter not being available with other forms of remote communication, such as teleconferencing. At the same time, robotic telepresence has limitations and challenges in relation to actual physical presence in a space—the remote user needs to attend to driving the robot rather than just “walking around” the space, they have to learn how to communicate through their robot’s body language and understand as best as they can how the robot’s body is situated in the classroom environment, and they have to figure out how to present themselves through a “generic” robot [5] .  \nStudies have explored the support of robotic telepresence for office work [6, 7, 8, 9, 10], attending conferences [11, 5], hospitals [12], and homes [13, 14, 15, 16, 17], among other settings. 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