• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.497-508
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• 2009

As the educational use of intelligent service robots has been proved to be effective, educational service robots have been utilized in kindergarten. In addition, service robots will be used in elementary schools from 2010 for the after-school English program. This trend indicates that r-Learning using service robots will become a major educational paradigm in preparing for future education. This article consists of the following four parts. First, the concept and the type of educational robots were defined and the trend of previous research was examined. Second, the characteristics of robot-assisted learning were analyzed as a part of r-Learning, and difference between r-Learning and u-Learning was compared. Third, the contents and service using a robot-assisted learning system were discussed, the models and trend of service using the robot-assisted learning system were examined, and the aspects of viewing evolution were compared. Finally, suggestions for activating the service market of robot-assisted learning were made for the educational institution, research institution, government and robot companies.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.343-346
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• 2010

최근 지능형 교육서비스로봇을 이용한 교육적 효과가 입증되면서, 유치원에 상용화가 시작되었으며, 2010년에는 초등학교 방과후 학교 영어수업을 위한 기술 개발과 필드 적용 연구가 진행되어 로봇보조학습, 즉 서비스로봇에 의한 r-Learning 패러다임의 본격적인 도래를 예고하고 있다. 이에 본 연구에서는 교육용 로봇의 개념과 종류를 정의하고, 관련 연구 동향을 살펴보았다.

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

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

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

• Journal of Convergence for Information Technology
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• v.9 no.7
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• pp.106-113
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• 2019

The purpose of this paper is aimed to derive suggestions for convergence technology for effective management of distance education by analyzing a long-term case. The experiment was designed with notebook, smartphone or tablet based robot controlled by a remote instructor and a learner, who have experience of distance learning including robot assisted learning. The tablet based robot has the display system of feedback to speakers. During five months, three types of experiments were conducted randomly and a participant was interviewed thoroughly. The result, like the previous research, demonstrates that the task performance of the learner in telepresence robot-assisted learning was better than that in the notebook, and smartphone based. However, it is believed to be necessary to adjust the system for eye-contact and voice transmission for the remote instructor. The instructor required an additional sight by supplementing an extra camera and automatic direction control to source of sound.

• The Journal of Korea Robotics Society
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• v.1 no.1
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• pp.102-106
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• 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
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• v.20 no.4
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• pp.323-332
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• 2016

A robot's recognition and diagnosis of pronunciation and its speech are the most important interactions in RALL(Robot Assisted Language Learning). This study is to verify the effectiveness of robot TTS(Text to Sound) technology in assisting Korean English language learners to acquire a native-like accent by correcting the prosodic errors they commonly make. The child English language learners' F0 range and speaking rate in the 4th grade, a prosodic variable, will be measured and analyzed for any changes in accent. We compare whether robot with the currently available TTS technology appeared to be effective for the 4th graders and 1st graders who were not under the formal English learning with native speaker from the acoustic phonetic viewpoint. Two groups by repeating TTS of RALL responded to the speaking rate rather than F0 range.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.1354-1360
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• 2006

최근 놀라운 성장을 거듭하고 있는 지능형 로봇(Intelligent Robot) 기술은 기존의 주요 활용 분야였던 산업현장이나 연구실과 같은 전문가적 영역을 넘어서 지능형 엔터테인먼트(Entertainment)로봇이나 청소기 로봇의 예에서 볼 수 있듯이 인간의 주요 일상 생활 공간인 가정이나 공공기관의 서비스 분야로 점차 그 활용 영역을 넓혀가고 있다. 학습 보조 교사 도우미 로봇의 개발은 초등학교 교육 현장이 당면하고있는 각종 현안들을 로봇의 활용을 통해서 해결하고자하는 실용적인 목적에서 출발 했다. 이러한 관점에서 볼때 로봇 디자이너의 역할은 전체 개발 프로세스의 말단부에서 로봇 시스템의 외장(Appearance)을 마무리하는 역할을 넘어서 구체적 로봇시스템의 개발에 선행하여 학습보조 교사 도우미 로봇의 잠재적 활용 주체인 학생, 교사, 학부모의 입장에서 각 주체들의 내재적, 외재적 욕구를 효과적으로 만족 시킬 수있는 활용 시나리오(Application Scenario)를 도출, 개발 프로세스 전반에 걸쳐 각 개발 주체들에게 일관된 비젼(vision)과 이미지(image)를 제시하는것이라고 생각되었다. 본연구에서는 학습보조 교사 도우미 로봇 디자인 과제에 있어서 사용자 관찰(User Observation), 유저 다이어리(User Diary), 포커스그룹 인터뷰(F.G.I)등을 바탕으로 로봇의 역할 모델중심, 서비스 영역 중심, 초등학교 교육이념 구현 중심 등 3가지의 서로 다른 컨셉의 로봇 활용 시나리오(Application Scenario)를 제안하였다. 본 연구 결과는 현재 초기 단계에 있는 로봇 디자인 분야의 현실을 감안할때 전체 로봇 개발 프로세스내에서의 향후 산업 디자인이 수행해야 할 역할을 명확하게 보여준다는 점에서 그 의의가 있으며 관련 분야의 연구 활성화에 기여할 것으로 기대된다.

• Proceedings of the Korea Information Processing Society Conference
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• 2022.11a
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• pp.435-437
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• 2022

보행 보조 로봇의 효과적인 보조를 위해서는 사용자의 보행 유형을 인식하는 것이 중요하다. 본 논문에서는 end-to-end 분류 네트워크 기반 보행 환경 인식 방법을 사용하여 사용자의 보행 유형을 강인하게 추정한다. 실외 보행 환경을 오르막길, 평지, 내리막길 3 가지로 분류하는 딥러닝 모델을 학습시켰으며, 엣지 디바이스에서 이를 사용하기 위해 네트워크 경량화를 진행하였다. 경량화 후 추론 속도는 약 47FPS 수준으로 실시간으로 보행 보조 로봇에 적용 가능한 것을 검증했으며, 정확도 측면에서도 97% 이상의 성능을 얻을 수 있었다.