AI Article Synopsis
- The study investigates how an AV1 telepresence robot aids children and adolescents with cancer in staying connected with their schools during treatment.
- Data was collected through interviews and observations from various groups, including the children, their parents, teachers, classmates, and healthcare professionals.
- The findings highlight five key themes: expectations, social interaction, learning, classroom environment, and technology, all of which influence the effectiveness and inclusivity of the robot in educational settings.
Article Abstract
Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment.
Design: Qualitative pilot study.
Methods: Data were collected through semi-structured interviews with school-aged children and adolescents ( = 3, 12-14 years) diagnosed with cancer, their parents ( = 3), teachers ( = 2), classmates (12-14 years, = 15, focus group interviews) and healthcare professionals ( = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot.
Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7308694 | PMC |
| http://dx.doi.org/10.1002/nop2.471 | DOI Listing |
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