Avatar Based Interaction and Learning In Times of Illness

With over 520,000 children and young people in the EU suffering from long-term illnesses, one in six classrooms has an empty desk. In many countries across Europe, thousands of children and young people are unable to attend school regularly due to conditions such as cancer, autoimmune diseases, chronic illnesses, and disabilities. This widespread issue results in prolonged school absences, which significantly increase the risk of social, psychological, and economic problems. These challenges often lead to poor academic performance and early school leaving. Additionally, the lack of personal contact with classmates and teachers can foster feelings of social isolation, further exacerbating the situation. A strong sense of belonging is essential for these pupils, as it has been shown to reduce risks such as emotional stress, bullying, and suicidal thoughts. To effectively protect these vulnerable children from social exclusion, discrimination, and stigmatization, and to respect their autonomy and dignity, it was imperative to establish educational and material (e.g., digital) structures that provide equal and fair opportunities. Implementing telepresence systems, virtual classrooms, and other digital tools helped to bridge the gap.

Children with chronic illnesses are a particularly vulnerable group in our society, who can became socially isolated due to their absence from school and their peer group as a result of their illness. The project addressed precisely this point in order to enable inclusion for these people. Technology, such as telepresence systems, is an important support when it comes to preventing isolation and promoting the inclusion of children. However, it is crucial to mention that the use of technical aids must be accompanied by specific pedagogical approaches, as technology can only serve as a means to an end and is never an end in itself. The ABILITI project had set itself the task of closing this gap and compiled a well-founded and tested training materials for educational staff, such as teachers, social workers, hospital school teachers and parents, which is accessible at a low threshold for self-study and can then be used when it is needed. The training programme is also suitable as preparation for teacher training and can therefore be used by university teachers throughout Europe. In a nutshell: ABILITI developed an innovative, research-based training programme to provide comprehensive support to a particular vulnerable target group.

The consortium planned the work steps at the beginning of the project. Overlapping work phases were defined: Research and data collection (eBook, Teacher eHandbook), design and development (Learning tutorials and Reflection and Assessment toolbox), testing and implementation (online piloting phase), validation and communication and dissemination of results. The work plan was designed in such a way that the results were developed in a constructive and integrative manner. From the outset, it was important to interlink the results and at the same time develop them in a complementary approach. The following steps were carried out in the project: Firstly, as stated in the application, a transnational analysis report on telepresence systems in schools was drawn up. All the partner countries conducted expert interviews in order to obtain well-founded information from practice. From June 2022, the planning and development of Results 2 ABILITI Teacher eHandbook and 3 ABILITI Training Programme, later called Learning Area followed. A detailed work plan was drawn up and implemented. Regular coordination meetings enabled the process to be monitored. From September 2022, the ABILITI Assessment Toolbox was also designed and expanded to include the term Reflection. The piloting phase in summer 2023 was a key step in the process. In total 40 people from the pedagogical field were successfully recruited in all partner countries and took part in the piloting. The consortium developed evaluation criteria for quality assurance and feedback culture for the pilot phase. In addition to developing and testing the results, a dissemination plan was drawn up. Contributions were carried out in the areas of science to science and science to public. A total of 38 dissemination activities and 5 multiplier events were organised and more dissemination will follow after the project. In parallel to the content-related work, a streamlined project management was conducted. Weekly meetings within the project coordination team made it possible to act quickly in the event of delays, enquiries or complications. All events that occurred during the project were dealt with through good communication and constructive steps.

The main outcome of the ABILITI project was to prevent children with chronic illnesses from social isolation through the use of telepresence robots. As pedagogical staff need to be trained in this regard, ABILITI has developed and tested training materials to improve the competences of current and future teachers. This will enable them to include children with chronic illnesses in lessons and social interaction with their peers and to promote their sense of belonging to their school and class, even if they are unable to attend lessons in person. This main objective was again achieved through the development, piloting and dissemination of four results: Outcome 1: A transnational desk report of the use of telepresence systems in schools was written in all participating countries. The study was published as an e-booklet and informs the public and the academic community of (online and special) educators, teacher education researchers and psychologists about the experiences with avatars and other telepresence systems for inclusion of young people who cannot participate in class due to health reasons in Austria, Belgium, Spain, Estonia and Denmark. The geographical coverage was particularly interesting as it includes countries with a high level of practical and scientific experience (Austria, Denmark), with a high level of practical experience (Belgium), with a medium level (Spain) as well as inexperienced countries (Estonia) from Northern, Central, Eastern and Southern Europe with different educational systems. A truly European outcome was developed that can serve as a basis for both researchers and policy makers to transfer and create new educational support systems for a particularly vulnerable target group. Outcome 2: The ABILITI Teachers' Handbook has been developed to provide theoretical knowledge and practical results to teachers. It is based on the analysis of research findings, literature review, interviews with practitioners and the findings from piloting the ABILITI results. It provides teachers with profound information on the socio-emotional aspects of teaching children with chronic illnesses, information on existing telepresence systems and their respective capabilities and shortcomings as a basis for making informed choices. Practical recommendations are given on tools and methods for lesson planning, classroom management and the implementation of "hybrid" lessons. Thus, any teacher who is suddenly faced with the challenge of integrating a pupil with chronic illness into the classroom can easily refer back to this basic guide. Result 3: The ABILITI training programme was developed in the form of learning tutorials and is based on the structure of the ABILITI handbook. What was innovative about this is that the learning tutorials are provided with interactive parts that are intended to encourage pedagogical staff and students to adopt a reflective attitude. This approach was discussed within the consortium during the course of the project and the materials were designed on this basis. The 9 videos include psychological background knowledge, methodological and technical instructions for the use of telepresence systems as well as practical recommendations for lesson planning and classroom management. Outcome 4: The ABILITI Reflection and Evaluation Toolbox enables teachers to reflect on the impact of their use of telepresence systems in integrating students, to practise using a series of cases with reflection tasks and to evaluate using two specially adapted questionnaires on school participation and sense of belonging. The toolbox, with precise instructions on how to use it effectively, promotes quality assurance in teaching and a positive feedback culture in schools. It should be emphasised that the four complementary outcomes consist of a unique combination of research-based findings and practical tools for teachers and educationalists. The overall training and support programme support student teachers as well as in-service teachers. The project results were disseminated through dissemination activities, such as articles, five national multiplier events for teachers, teacher trainers, educationalists and policy makers and events for the public. In addition, a number of presentations were given at international conferences as part of the project, enabling the topic to be discussed in scientific communities. Transfer to society is another important part of the project. In Austria, for example, the AAU took part in the Lange Nacht der Forschung with a total of 8,000 participants. There was a great deal of interest in the project. A series of lectures at the University of Ljubljana also arose from the project. In Spain, contacts were established with the education system in order to initiate follow-up projects. The results were also used in the training of health staff in Denmark. There is considerable interest at the teacher training colleges, where the materials are to be incorporated into teacher training programmes. Short videos of stakeholders from science and practice have been embedded on the website to give an impression of the project.