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Driving Is Believing: Using Telepresence Robots to Access Makerspace for Teachers in Rural Areas

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Bibliographic Details
Title: Driving Is Believing: Using Telepresence Robots to Access Makerspace for Teachers in Rural Areas
Language: English
Authors: Chen, Ye (ORCID 0000-0003-1702-8723), Cao, Li (ORCID 0000-0002-6866-4191), Guo, Lin, Cheng, Jiaming
Source: British Journal of Educational Technology. Nov 2022 53(6):1956-1975.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Elementary Education
Secondary Education
Descriptors: Elementary Secondary Education, Field Trips, Rural Schools, Elementary School Teachers, Secondary School Teachers, Robotics, Video Technology, Program Effectiveness
DOI: 10.1111/bjet.13225
ISSN: 0007-1013
1467-8535
Abstract: This study explored two different ways for K-12 school teachers to access educational makerspace through virtual fieldtrips. K-12 school teachers from rural areas of the Southeast USA were divided into two groups. The experimental group (n = 48) drove telepresence robots to take their fieldtrip, while the comparison group (n = 23) watched the same fieldtrip through a recorded video. Analyses of the quantitative and qualitative data, collected through surveys and written reflections, showed that the experimental group reported significantly higher scores in embodiment, social presence and engagement (ie, behaviour, emotion and cognition) than the comparison group, and that actual driving the robots for the virtual fieldtrips was highlighted as a favored experience. Educational significance and implications are discussed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1350560
Database: ERIC
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Description
Abstract:This study explored two different ways for K-12 school teachers to access educational makerspace through virtual fieldtrips. K-12 school teachers from rural areas of the Southeast USA were divided into two groups. The experimental group (n = 48) drove telepresence robots to take their fieldtrip, while the comparison group (n = 23) watched the same fieldtrip through a recorded video. Analyses of the quantitative and qualitative data, collected through surveys and written reflections, showed that the experimental group reported significantly higher scores in embodiment, social presence and engagement (ie, behaviour, emotion and cognition) than the comparison group, and that actual driving the robots for the virtual fieldtrips was highlighted as a favored experience. Educational significance and implications are discussed.
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.13225