In the pre-pandemic world, it was estimated that 2.5 million children in the US were restricted to their homes due to medical risk. Sadly, in the COVID-19 (C-19) world and post C-19 world this number is expected to be much larger. As communities and schools return to in-person gatherings, many children will not be able to return to in-person school either due to their own health risks or the health risks of a family member. Awareness of this global reality highlights the urgent need to explore the use of inclusive technologies beyond the static screens of Zoom and online schools. As in-person schools resume, there is much we can learn from children and adolescents who pioneered the use of telerobots to not only attend school—but also to play.

Telerobots may function as robotic avatars in the physical world for people who are restricted to their homes due to high risk of infection or illness. Telerobots are mobile robot units that can be moved and controlled by a remote person (e.g., someone at home) in a local environment (e.g., office, classroom). These robots provide real-time audio and video exchange, with the person’s face typically shown on the robot’s “head” via face screen. The remote user is in con- trol of the movement and behavior of the robot in the local environment. This control provides the remote user a degree of embodiment in the robot and the opportunity to be present and engage in the local environment. Currently availa- ble telepresence robots differ from each other in significant ways with different mobility, vision, and audio features. Many telerobots also have autonomous fea- tures that reduce cognitive load to facilitate an immersive experience for the user. In this chapter, we will review our studies on the use of telerobots for virtual learning and explore autonomous and semi-autonomous features that facilitate an immersive experiences for the remote user and the interactants (e.g., peers, col- leagues interacting with the telerobot). We will evaluate issues of 1) function in existing systems and what is needed in future systems, 2) trust in autonomous features, and 3) need for interdisciplinary approaches to meet human needs. We will also explore social and ethical issues related to increased autonomous fea- tures in child-operated robots.

Childhood cancer survivors in our study experienced that, combined, cancer and social isolation made their situation extremely challenging. Strong social support from stakeholders was crucial to the success of robot- mediated social experiences. Data analysis of interviews (n=27) revealed two significant themes: 1) child motivation to use the telerobot during cancer treatments and recovery centered on retaining/establishing friendships, 2) telerobot use contributed to reintegration plans through participatory narratives that included the child with cancer and peers.