CC BY-NC-ND 4.0Ahumada-Newhart, VeronicaEccles, Jacquelynne2025-10-172025-10-1720202024-10-182689-020810.1037/tmb0000007https://hdl.handle.net/20.500.14802/14153Each year, millions of children are homebound due to illness that requires limited exposure to other children and adults due to health risks. What are the consequences of this isolation for their development and well-being, and how might robotic avatars be used to enrich their developmental experiences? These are the questions guiding this paper. Fundamental developmental theories and theories of thriving make clear the importance of exposure to larger social settings for normative healthy human development. This paper draws upon both Bronfenbrenner’s bioecological systems theory of human development and Ryan and Deci’s self-determination theory (SDT) to justify the importance of exposure to the kinds of experiences children normally receive in school settings for normative development. Theories related to virtual reality are also explored to evaluate the role that social presence, through robotic avatars, plays in providing homebound children with developmental experiences. This paper introduces the first systematic, multicase study on the robot-mediated presence of homebound children in traditional schools. Findings include empirical data that inform a theoretically supported framework for evaluating the robot-mediated presence of children in learning environments.human–robot interactionchild developmentpresencecollaborative robotsaugmented realityJournal articlePublished as ‘gold’ (paid) open accessOpenPUB0201098068