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Telepresence robots to reduce school absenteeism among children with cancer, neuromuscular diseases, or anxiety—the expectations of children and teachers : A qualitative study in Denmark

Weibel, Mette LU ; Skoubo, Sofie ; Handberg, Charlotte ; Brogaard Bertel, Lykke ; Steinrud, Nooni Camilla ; Schmiegelow, Kjeld ; Kristensson Hallström, Inger LU and Larsen, Hanne Baekgaard (2023) In Computers in Human Behavior Reports 10.
Abstract
Background
This study explores expectations for telepresence robots as a tool to reduce absence in education as school absence negatively influences children's academic advancement and psychosocial wellbeing.

Design
A qualitative semi-structured interview study.

Method and population
Using convenience sampling, we interviewed 11 children aged 8–17 years with cancer (n = 4), neuromuscular diseases (n = 3) or anxiety (n = 4) who had a high level of school absence (more than 15 days’ absence in a school year), and who had recently encountered a telepresence robot; and eight of their teachers. A thematical analysis and a deductive approach based on the theory of Technological frames were... (More)
Background
This study explores expectations for telepresence robots as a tool to reduce absence in education as school absence negatively influences children's academic advancement and psychosocial wellbeing.

Design
A qualitative semi-structured interview study.

Method and population
Using convenience sampling, we interviewed 11 children aged 8–17 years with cancer (n = 4), neuromuscular diseases (n = 3) or anxiety (n = 4) who had a high level of school absence (more than 15 days’ absence in a school year), and who had recently encountered a telepresence robot; and eight of their teachers. A thematical analysis and a deductive approach based on the theory of Technological frames were used.

Results
The children's and teachers' expectations of how telepresence robots could support them in reducing their school absence were identified and structured in three categories and five main themes: 1) Nature of technology: a) Learning, b) Sociality, c) Additional supportive resources; 2) Technology strategy: a) Flexible school day; 3) Technology in use: a) New workflows.

Conclusion
This study indicates that implementation requires additional resources from teachers. Children with disease-related school absence and their teachers expect telepresence robots to reconnect the children socially, by maintaining or creating new friendships, and academically, by fostering inclusion and reducing absence. (Less)
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author
; ; ; ; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Computers in Human Behavior Reports
volume
10
pages
8 pages
publisher
Elsevier
external identifiers
  • scopus:85151429209
ISSN
2451-9588
DOI
10.1016/j.chbr.2023.100280
project
Tillbaka i skola med robotteknologi
iCOPE – the interregional Childhood Oncology Precision medicine Exploration
eHealth as an aid for facilitating and supporting self-management in families with long-term childhood illness – development, evaluation and implementation in clinical practice
language
English
LU publication?
yes
id
e8b9f0c3-07b1-4c22-a164-b42aa0e01c0b
date added to LUP
2023-05-08 14:20:16
date last changed
2024-05-17 10:39:39
@article{e8b9f0c3-07b1-4c22-a164-b42aa0e01c0b,
  abstract     = {{Background<br/>This study explores expectations for telepresence robots as a tool to reduce absence in education as school absence negatively influences children's academic advancement and psychosocial wellbeing.<br/><br/>Design<br/>A qualitative semi-structured interview study.<br/><br/>Method and population<br/>Using convenience sampling, we interviewed 11 children aged 8–17 years with cancer (n = 4), neuromuscular diseases (n = 3) or anxiety (n = 4) who had a high level of school absence (more than 15 days’ absence in a school year), and who had recently encountered a telepresence robot; and eight of their teachers. A thematical analysis and a deductive approach based on the theory of Technological frames were used.<br/><br/>Results<br/>The children's and teachers' expectations of how telepresence robots could support them in reducing their school absence were identified and structured in three categories and five main themes: 1) Nature of technology: a) Learning, b) Sociality, c) Additional supportive resources; 2) Technology strategy: a) Flexible school day; 3) Technology in use: a) New workflows.<br/><br/>Conclusion<br/>This study indicates that implementation requires additional resources from teachers. Children with disease-related school absence and their teachers expect telepresence robots to reconnect the children socially, by maintaining or creating new friendships, and academically, by fostering inclusion and reducing absence.}},
  author       = {{Weibel, Mette and Skoubo, Sofie and Handberg, Charlotte and Brogaard Bertel, Lykke and Steinrud, Nooni Camilla and Schmiegelow, Kjeld and Kristensson Hallström, Inger and Larsen, Hanne Baekgaard}},
  issn         = {{2451-9588}},
  language     = {{eng}},
  publisher    = {{Elsevier}},
  series       = {{Computers in Human Behavior Reports}},
  title        = {{Telepresence robots to reduce school absenteeism among children with cancer, neuromuscular diseases, or anxiety—the expectations of children and teachers : A qualitative study in Denmark}},
  url          = {{http://dx.doi.org/10.1016/j.chbr.2023.100280}},
  doi          = {{10.1016/j.chbr.2023.100280}},
  volume       = {{10}},
  year         = {{2023}},
}