Verónica Ahumada-Newhart ^1* Jacquelynne S. Eccles ²

• ¹ School of Medicine, University of California, Davis, Davis, United States
• ² University of California, Irvine, Irvine, California, United States

With the increasing popularity of robots for learning, many educational organizations are using telepresence robots for the purpose of remote education. However, as robot-mediated learning is important for the learning experiences of remote and local interactants, it is also important to understand teacher roles and robot design features needed to facilitate these roles in robot-mediated learning experiences. In this paper, we present findings from analysis of a national, multi-year multi-case study, where we explore how 60 (N=60) K-12 educators teachers perceive their roles in teaching hybrid classrooms where a remote learner used a robot to attend a physical classroom with in-person classmates. This paper presents a qualitative study of the perceived roles for teachers in hybrid classrooms where a remote learner uses a telepresence robot to participate in learning activities. In 46 semi-structured interviews (n=46) and 6 focus group interviews (n=2; n=3; n=2; n=3; n=2; n=2), coded with a computer assisted qualitative data analysis software (i.e., ATLAS.ti), we captured adapted roles enacted by teachers in robot-mediated learning experiences. First, we present empirical data on educator perceptions of teacher roles as they interact with mobile telepresence robots embodied by remote learners. Specifically, we explore perceptions and roles during in-class learning activities, in-school social activities, and learning preparation activities. Findings from our work will inform novel teacher-centered robot and HRI design that facilitates teaching hybrid classrooms. Findings will also inform future interdisciplinary studies on robot-mediated learning.