• Archives of design research
• /
• v.20 no.1 s.69
• /
• pp.177-188
• /
• 2007

This study is about the design of teaching assistant robots that helps elementary school teachers while giving lectures. It focuses on finding images which fits the role of teaching assistant robots, not merely suggesting several designs of robots that are just preferred by children. For this study, the qualities that satisfy the role of teaching assistant were studied by literature reviewing. These qualities were grouped and prioritized to arrange them as role images of teaching assistant robot, through questionnaire to teachers and student teachers. Using the role images and basic adjectives as standards, children performed the image mapping with the pictures of existing robots. This allowed us to find out how children accept the external features of each robot, and which external feature has to be used in order to reveal the role images. And taking form of workshop, children expressed their own images of a teaching assistant robot, a robot's height and location in classroom was surveyed. Based on these studies', three design guidelines of teaching assistant robot have been suggested.

• Archives of design research
• /
• v.20 no.3 s.71
• /
• pp.107-118
• /
• 2007

The aim of this paper is to suggest a design guideline for a teaching assistant robot by finding out images that satisfy the role of the teaching assistant robot, and to search for a body features that show such images. Role images of teaching assistant robots were established from literature review and factor analysis. And eight elements of body features were extracted from human's elements of body feature. Robot external form samples varied according to the body feature was modeled three-dimensionally. Children, who are the main users of teaching assistant robots, valuated the 3D robot samples projected onto wall in real size. The valuation basis was role images of teaching assistant robots, adjectives about age and gender, preference, and appropriateness as teaching assistant robots. The result of valuation was analyzed by analysis of variance, and analysis of correlation. The result revealed the fact that four elements of body feature (the ratio of head length, height, the ratio of breast girth, and waist girth) were related to role images. Among these elements, height and waist girth was more important than the rest, particularly, waist girth had strong relation with all the role images. Also, in order to reveal tender and kind image, the ratio of head length was proved to have to be adjusted according to waist girth. On the basis of these result, a design guideline for a teaching assistant robot was suggested.

• 한국정보교육학회:학술대회논문집
• /
• 2005.08a
• /
• pp.409-415
• /
• 2005

세계적으로 로봇 산업이 차세대 신성장 동력 산업으로 급부상하여 인간과 상호작용 즉 HRI 연구가 활발히 이루어지고 있는데, 최근 들어 로봇의 교육적 활용 연구가 시작되고 있다. 이에 본 연구에서는 교사 보조 로봇의 수업에서의 활용 가능성을 보기위해 사전에 만화 시나리오를 통한 적합한 교과목 후보를 정하였고, 초등학생 6학년의 기대역할을 갖는 프로토타입 로봇을 설계 개발하여 후보 교과목 수업에 활용하는 실험을 실시하였다. 이를 통해 아동이 로봇에게 기대하는 역할이 실험자의 의도와 일치하는지와 교육적 효과 제고에 기여를 하는지를 알아보고자 하였다. 그 결과, 아동은 교사 보조 로봇을 자신보다 약간 높은 나이로 인식하고, 친근하지만 자신보다 우월하여 자신을 이끌어 줄 수 있는 역할을 기대한다는 것을 알 수 있었다. 또한 교사 보조 로봇 활용이 교사와 아동의 흥미 유발에 있어 매우 효과적임을 보여, 향후 교사 보조 로봇은 ICT 활용 교육의 또 다른 매체로서의 가능성을 확인하였다.

• Journal of The Korean Association of Information Education
• /
• v.10 no.1
• /
• pp.155-161
• /
• 2006

Robots evolve from tools to information media since they generates information by interacting with human. As studies on robot-aided education are still in a starting phase, attempts need to be made to use robots for educational purposes and to investigate the effects of the use. It was showed that robot-aided learning was friendlier than other media assisted learning, and especially effective for motivating children. We developed the prototype robot Jenny that can help teachers as a educational media in class(i.e. as a T.A. robot, it can present robot contents on its chest to screen and explain about it when teacher asks). is a schoolmate for 5th or 6th grade children or an elder schoolmate for the rest. We performed the field trial at an elementary school. We carried out 9 classes for three subjects(english, korean, music) with -students in $4th{\sim}5th$ grade. They thought Jenny who was 13 years old as an elder schoolmate in 6th grade. Also, a significant difference was found in the interest and concentration of experimental groups from controlled groups.

• The Journal of Korean Association of Computer Education
• /
• v.14 no.1
• /
• pp.35-43
• /
• 2011

The purpose of this research is to confirm that how the support type of the assistant teacher changes the students' creativity and self-efficacy in the Robot Education, particularly Robot Edu-Camp. The study objects are 72 elementary students for 8 groups; each group has 9 students, and 4 groups of them have the assistant teachers and others are supported by giving some feedbacks for their questions or some information if they need. The assumption of this study sets up as in the following; there are no differences for the students' creativity and self-efficacy between the supporting of the assistant teachers with making robots and programing together and the giving feedbacks and information if students need. To verify this assumption, we use the nonequivalent control group in the pretest-posttest designs. The result is as in the following. There's no meaningful differences of the students' creativity by the support type of the assistant teachers. But in the self-efficacy, the groups which are giving feedbacks and information if they need have more higher level of achievement than others. The result shows that if the assistant teachers help the students directly, the students' levels of the self-direction, and control are low because they lean on the teachers. This will give you some implications to the follow-up studies about the support type of the assistant teachers in the Robot Education.

• The Journal of Korea Robotics Society
• /
• v.1 no.1
• /
• pp.102-106
• /
• 2006

지능형 서비스 로봇은 인공지능 및 센서인터페이스 등의 다양한 기능과 IT기술의 접목으로 우리의 생활을 윤택하게 해줄 수 있는 인간 지향적인 성격으로 발전하고 있다. 또한 많은 분야에서 새로운 서비스 개발을 통해서 좀더 인간의 생활에 가까이 접근되어 지고 있다. 한편 국내 초등학교에서 초등교사는 학생 수의 과다로 능동적이기 보다는 수동적인 수업을 하고 있어서 학습 효율성이나 능률성이 떨어지고 있다. 이에 본 연구에서는 발전하고 있는 서비스 로봇 기술로 능동적인 수업형태와 자율적이고 창의적인 학습 및 교육서비스를 제공할 수 있는 교사도우미 로봇을 개발하였다. 본 연구에서 개발된 로봇은 기존의 지능형 서비스 로봇과 ICT(Information & Communication Technology) 교육을 접목할 수 있는 로봇의 제반 환경의 구성과 더불어 교육 현장에 알맞도록 HRI 및 시나리오를 기반으로 개발되었고, 로봇의 주요기능은 교사지원, 학습보조, 수업지원 등으로 사전 설문조사를 통하여 필요성이 높은 기능을 중심으로 설정되었다. 개발된 초등학교 지원 로봇은 2006년 10월부터 대전지능로봇산업화센터에서 초등학교 학생을 대상으로 시범수업을 준비하고 있고, 2007년도 중반에는 초등학교에서 시범사업을 추진할 예정이다.

• Journal of The Korean Association of Information Education
• /
• v.11 no.2
• /
• pp.195-203
• /
• 2007

Together with the development of ubiquitous computing technology and robot technology, intelligent type robots are being utilized in many areas and the range is expected to become wider and wider. Among many service robots, the educational robots are being diversely studied in the field with the concept of r-Learning. Presently, teaching assistant robots require a lot of HRI studies prior to their practical use in the very near future and are not sufficient yet. Especially, the reactions of students based of the styles of robots (e.g. serious robot, playful robot) are very important in producing robot contents but there has been no case study on them. Therefore, in this study, the appearance of the IROBI was changed to become a teaching assistant robot and was used to test and compare elementary school students' interest, achievement and concentration depending on the styles of robot (playful, serious). The results showed that the interest was high in the group that had studied with the playful robot. The achievement however, did not show significant relations with the style of robot and that the concentration was high in the group that had studied with the serious robot.

• Journal of The Korean Association of Information Education
• /
• v.22 no.3
• /
• pp.307-316
• /
• 2018

In this study, we conduct SW education using robot in elementary school, to examine the effects of SW education using robot and identify differences dependeing on the presence of assistance teacher. In order to achieve the purpose of this study, SW education using robot was conducted to 29 students. After collecting data, we examined mean difference using matched pair t-test and ANCOVA. Our results show that SW education using robot significantly improved CT and attitudes toward robots. CT, however, was not significantly improved in control group. Further, although improvement in attitudes toward robots was not associated with presence of assistance teacher, presence of assistance teacher did play a role in improvement of CT. This study was investigated effects of the SW education using robot and identify differences depending on the presence of assistant teacher, and expanded the understanding of the SW education using robot.

• Journal of The Korean Association of Information Education
• /
• v.23 no.6
• /
• pp.599-606
• /
• 2019

Telepresence robot-assisted learning can provide opportunities of education for students who are in vulnerable physical, intellectual, cultural or environmental conditions. It is to be applied in international virtual education for global citizenship education. To date, the study of acceptance model has been conducted only for preservice teachers, and post-intention for use is not considered. This paper identified whether there are significant differences by gender or years of experience from elementary school teachers on it and the basic factors that affect the acceptance intentions for it. Factors related to intention to use for a telepresence robot were investigated, and a questionnaire about post-intention for use was made after participants operated. The results showed that elementary school teachers did not have a significant difference in each factor by gender. The experienced teachers showed no difficulty in using it. It was shown that PU, ATT, PENJ, SI and Ttrust were all extremely significant factors to affect acceptance intentions. It will be possible to establish educational information policies based on the acceptance intentions of elementary school teachers on telepresence robot-assisted learning.

• Journal of Creative Information Culture
• /
• v.4 no.2
• /
• pp.95-101
• /
• 2018

As a result of introducing robot assisted learning which utilizes social robots or telepresence robots in language learning or special education, research on technology acceptance model for robot-assisted learning is also being conducted. The unified theory of acceptance and use of technology (UTAUT) model of intelligent robot has been studied, but of tele-operated robot is insufficient. The purpose of this paper is to estimate the UTAUT model by pre-service teachers who experienced telepresence robot-assisted learning that can be done in future school. It is found that the estimated UTAUT model consists of more concise factors than social robots, and the importance of perceived enjoyment is higher. In other words, the pre-service teachers showed significant acceptance of tele-operated robots with enhanced enjoyment composed of its mobility, communication, and touchable appearance of the face and body.