• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.277-285
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• 2011

This research examines the effect of robots for improving creativity in elementary art classes. A creative art program with robot was developed based on research of robots and their effects on creativity, and an elementary art curriculum analysis. The program ran for 16 class periods. In this research, fifty seven 4th grade students participated, and an analysis of covariance was carried out based on before and after creativity tests. The research result shows that students who used the robot program achieved a significant improvement in their creativity over students who did not use the robot program in art classes. It proves that robots can be effective tools for improving creativity in elementary art classes.

• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.1-16
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• 2007

The effect of existing programming education has shown a limitation coming from its methodology. Thus, the researcher developed a Web-based robot programming support system and explored its possibility for overcoming problems in existing programming education and ultimately for enhancing creativity and problem-solving abilities of students. The developed system let students learn robot programming just with a PC or PDA connected to the Internet without additional hardware and software. Different types of robots linked with a server computer can be controlled by using different programming languages. It is possible to use Korean keywords for programming as well. Specially, this system was evaluated positively by the groups whose computer abilities are excellent and student of introductory or intermediate level programming course. Furthermore, the programming education that uses robot and the Hangul programming technology were given very positive reception by elementary school students.

• Journal of the Korea Convergence Society
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• v.8 no.3
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• pp.177-184
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• 2017

The purpose of this study was to explore children and robot interaction in distant language learning environments using three different video-conferencing technologies-two traditional screen-based videoconference technologies and a telepresence robot. One American and six Korean elementary school students participated in our case study. We relied on narratives of one-on-one interviews and observation of nonverbal cues in robot assisted language learning. Our findings suggest that participants responded more positively to interactions via a telepresence robot than to two screen-based video-conferencings, with many citing a stronger sense of immediacy during robot-mediated communications.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.37-45
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• 2011

We are taking advantage of the information and communications technology in every field of life at the moment. At this point of view, it is necessary to verify how the information technology performing properly in the education field. This paper is to analyze it and point out the problems in the significant programing study and map out the utilizing of Robot programing education based on the computer principle education. Therefore it is contributed to raise ingenuity, ability to think, problem-solving ability for the students as replacing old programing education with Robot programing education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.462-474
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• 2020

The purpose of this study is to provide fundamental data for robot-based education at home by analyzing the factors affecting the recognition and technology acceptance attitudes of mothers with young children. For this purpose, a questionnaire survey was administered to 319 mothers with young children in Seoul and Gyeonggi Province, and one-way ANOVA, chi-square, correlation analysis, and regression analysis were conducted for statistical verification. As a result, there was a significant difference in the robot-based education at home of mothers to child according to their final educational background. Mothers' acceptance intention, perceived ease of use, perceived usefulness, social influence of robot application and personal innovation were all positively correlated. The factors that affect intention of acceptance were perceived ease of use and perceived usefulness of robot application. Conclusively, mothers with young children use robot-based education at home when it is more convenient to use and has educational effects more than the personal innovation or social influence. These study results are meaningful ahead of the 4th industrial revolution in that we provided basic data for the correct direction of robot-based education to young children at home.

• Journal of Convergence for Information Technology
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• v.9 no.4
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• pp.109-117
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• 2019

In this study, it developed and applied a biomimicry robot education program based on technology education, and to examine its effects. To do this, We were developed a biomimetic robot education program and was applied to gifted education in the technology fields to examine changes of the effects along with satisfaction. The results are as follow: First, the biomimicry robot education program conducted over 15 hours in total, comprised of technological problem solving steps. Second, satisfaction as a quantitative research of this program was higher than average, and as a qualitative research also showed positive satisfaction. Third, the changes in the propensity for technological problem solving and attitudes toward robots were statistically significant after participation in the program.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.447-455
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• 2018

The purpose of this study is to investigate the effects of SW education using robot based on card coding on learning motivation and attitude of elementary school students. To do this, we conducted 8-hour SW education based on the CT concept of sequence, repetition, event, and control using the Truetrue, which is coded by command card for the 3rd grade of elementary school students. For the experiment, we examined the learning motivation for SW education and the attitude toward SW education based on the robot in advance. As a result, the students' motivation to learn SW education showed a statistically significant improvement. In addition, the attitude toward robot-based SW education improved statistically significantly as "good, convenient, interesting, easy, friendly, active, special, understandable, easy, simple". These results are expected to contribute to the expansion of education through various approaches of SW education.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.97-104
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• 2017

This paper evaluates the appropriateness of the proposed robot education curriculum to consider conceptual understanding and learning activities model considering the curriculum and achievement criteria in order to make it easier to apply for a course in robot area. The professors of dept. of computer education at national universities of education reviewed the importance of education contents system and appropriateness of education period. Based on the results of the review, the conceptual elements and achievement standards of each sub-area were revised and supplemented, and then evaluated in three stages. Finally, the educational elements of the concept factors and achievement criteria were agreed upon. The proposed robotic computing education information systems and the achievement standards for schools in the area, as well as to match the grade level of the students without distinction variety of robots will be able to take advantage of computing education activities to reorganize the robot computing courses.

• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.357-366
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• 2018

The Code Block Based Educational Programming Language(EPL) is the mainstream tool for software education for elementary students. However, Code Block Based EPL has limitations in scalability, even though there are many advantages as an introductory tool for software education. In this study, we searched the approach of SW education using Python, which is a text-based programming language actively used in real industrial field. We developed a learning program and model using Python and applied it to the sixth grade elementary school students for 10 hours. As a result, we found that the robot-based Python learning model had a significant effect on improving students' thinking skills and confirmed the applicability of text-based programming language to elementary school students.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.48 no.1
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• pp.108-115
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• 2011

Virtual Robot Education System (VRES), which is for programming education with a Lego Mindstorm NXT robot, is designed and implemented. Through this system, program learners can edit source code, compile, download it into the robot, and run their executive program. In order to observe it, the system includes web cameras and provide monitoring services. Thus, students are able to verify the operation of robot into which they download their program in detail and to debug if necessary. In addition, we design a new simple user-friendly programming language and a corresponding compiler for it. With those tools, learner can more easily create programs for NXT robot and test them than Java language. A educator can control and manage the robot for the subject of a class with direct control mode of our system. Therefore, the proposed system is able to support students to learn robot programming during or after regular classes with web browsers through Internet.