• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2003.09a
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• pp.531-534
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• 2003

In this paper, the Intelligent Space (iSpace) concept is applied for helping disabled or blind persons in crowded environments such as train stations, or airports. The main contribution of this paper is a general mathematical (fuzzy-neuro) description of obstacle avoidance method (walking habit) of moving objects (human beings) in a limited area scanned by the iSpace. A mobile robot with extended functions is introduced as a Mobile Assistant Robot which is assisted by the iSpace. The Mobile Assistant Robot (MAR) can guide and protect a blind person in a crowded environment with the help of the Intelligent Space. The prototype of the Mobile Assistant Robot and simulations of some basic types of obstacle avoidance method (walking habit) are presented.

• 제어로봇시스템학회:학술대회논문집
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• 2003.10a
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• pp.2648-2653
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• 2003

This paper describes the development of a 3-DOF laparoscopic assistant robot system with motor-controlled bending and zooming mechanisms using the voice command motion control and auto-tracking control. The system is designed with two major criteria: safety and adaptability. To satisfy the safety criteria we designed the robot with optimized range of motion. For adaptability, the robot is designed with compact size to minimize interference with the staffs in the operating room. The required external motions were replaced by the bending mechanism within the abdomen using flexible laparoscope. The zooming of the robot is achieved through in and out motion at the port where the laparoscope is inserted. The robot is attachable to the bedside using a conventional laparoscope holder with multiple DOF joints and is compact enough for hand-carry. The voice-controlled command input and auto-tracking control is expected to enhance the overall performance of the system while reducing the control load imposed on the surgeon during a laparoscopic surgery. The proposed system is expected to have sufficient safety features and an easy-to-use interface to enhance the overall performance of current laparoscopy.

• Archives of design research
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• v.20 no.3 s.71
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• pp.97-106
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• 2007

This study examines whether the reinforcement theory could be effectively applied to teaching assistant robots between a robot and a student in the same way as it is applied to teaching methods between a teacher and a student. Participants interacted with a teaching assistant robot in a 3 (types of robots: positive reinforcement vs. negative reinforcement vs. both reinforcements) by 2 (types of participants: honor students vs. backward students), within-subject experiment. Three different types of robots, such as 'Ching-chan-ee' which gives 'positive reinforcement', 'Um-bul-ee' which gives 'negative reinforcement', and 'Sang-bul-ee' which gives both 'positive and negative reinforcement' were designed based on the reinforcement theory and the token reinforcement system. Subjective impressions and preferences were measured according to the types of robots and the types of participants. Participants preferred the positive reinforcement robot most, and the negative reinforcement robot least. Regarding the number of stimulus, in case of the negative reinforcement robot for honor students, the less the stimulus is, the more positive the impressions toward the robot are. The findings demonstrate that the reinforcement interaction is important and effective factor which determines children's preferences and impressions for teaching assistant robots. The results of this study can be implicated as an effective guideline to interaction design of teaching assistant robots.

• 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.

• The Journal of Korea Robotics Society
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• v.15 no.4
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• pp.309-315
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• 2020

This study shows a control strategy that acquires both precision and manipulation sensitivity of remote center motion with manual traction for a surgical assistant robot. Remote center motion is an essential function of a laparoscopic surgical robot. The robot has to keep the position of the insertion port in a three-dimensional space, and general laparoscopic surgery needs 4-DoF (degree-of-freedom) motions such as pan, tilt, spin, and forward/backward. The proposed robot consists of a 6-axis collaborative robot and a 2-DoF end-effector. A 6-axis collaborative robot performs the cone-shaped trajectory with pan and tilt motion of an end-effector maintaining the position of remote center. An end-effector deals with the remaining 2-DoF movement. The most intuitive way a surgeon manipulates a robot is through direct teaching. Since the accuracy of maintaining the remote center position is important, direct teaching is implemented based on position control in this study. A force/torque sensor which is attached to between robot and end-effector estimates the surgeon's intention and generates the command of motion. The predefined remote center position and the pan and tilt angles generated from direct teaching are input as a command for position control. The command generation algorithm determines the direct teaching sensitivity. Required torque for direct teaching and accuracy of remote center motion are analyzed by experiments of panning and tilting motion.

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

• The Journal of Korea Robotics Society
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• v.7 no.2
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• pp.129-141
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• 2012

The purpose of this study was to analyze Early Childhood Teachers' awareness of R-Learning. The Subjects were 6 Early Childhood Teachers who experienced to use Robot in their teaching and learning. The data was analyzed through semi-structured in-depth interview and teachers' journals. The results showed possibilities and limitations of R-learning. As possibilities of R-learning, it was found that robot is am attractive teaching materials. In addition, it was found that robot might be an assistant teacher. Third, robot helps children improving their social development. Fourth, teachers might get confident while using robots in their teaching and learning. However, there were limitations of R-learning. First, teachers need to understand what R-learning means. Second, there are some functional problems of R-learning. Third, there are lack of qualitative contents of R-learning. Finally, robots need to be general to every children.

• Electronics and Telecommunications Trends
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• v.36 no.1
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• pp.12-21
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• 2021

This article presents the future vision and core technologies of the "Life Companion Robot," which is one of the 12 future concepts introduced in the ETRI Technology Roadmap published in November 2020. Assistant robots, care robots, and life support robots were proposed as the development stages of life companion robots. Further, core technologies for each of the ten major roles that must be directly or indirectly performed by life companion robots are introduced. Finally, this article describes in detail three major artificial intelligence technologies for autonomous robots.

• Journal of Institute of Control, Robotics and Systems
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• v.16 no.9
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• pp.823-826
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• 2010

In this study, the control method of assistive robot was developed for the elderly. The control method of gait-assistant-robot was proposed considering the change of COP (Center of Pelves), BOS (Base of Support) and comparative analysis of the moving velocity for the elderly. We analyzed the movement of COP of the body and its velocity of the elderly equipped with manual walker and gait-assistant-robot. As a result, change in COP was greater from left to right than from anterior to posterior; also, the average velocity of the movement of COP and manual walker for manual walker gait was 0.7(m/s). Therefore, it is necessary to concern more on the left-right balance and synchronization of the velocity of COP.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2011.06a
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• pp.959-960
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• 2011