Amidst the Covid-19 pandemic, distance learning was employed on an unprecedented level. As the lockdown measures have eased, it has become a parallel option alongside traditional in-person learning. Nevertheless, the utilization of basic videoconferencing tools such as Zoom, Microsoft Teams, and Google Meet comes with a multitude of constraints that extend beyond technological aspects. These limitations are intricately linked with human behavior, psychology, but also pedagogy, drastically changing the interactions that take place during learning. Telepresence robots have been widely used due to their advantages in enhancing a sense of in-person. To investigate the opportunities, the impact, and the risks associated with the usage of telepresence robots in an educational context, we conducted an experiment in a real setting, in the specific use case of a design school and a project-based class. We are interested in the experience of a classroom and the relationships between a distance student, his/her peers, and the professor/instructor. This study employed two types of robots: a Kubi robot (a semi-static tablet-based system) and a Double robot (a mobile telepresence robot). The primary objective was to ascertain the perceptions and experiences of both remote and in-person students during their interaction with these robots. The results of the study demonstrate a marked preference among students for the Double robot over the Kubi, as indicated by their feedback.