• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.11-22
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• 2011

The purpose of the research is examine the effect of STEM integration education using educatinal robot on academic achievement and subject Attitude of mathematics and science. The participants were 73 students of two classes, sampled from 6th graders of an elementary school. They were divided into a control group who learned a traditional mathematics and sciences education based textbooks and an experimental group who learned STEM integration education using educational robot during 12 sessions. The results are summarized as follows : First, there is a significant difference in academic achievement between two groups. STEM integration education using educational robot based group accomplished higher achievement than textbook based instruction group. Especially, post test analyzes results on the three factors of academic achievement, knowledge, understanding and adaptation, indicate statistically meaningful difference between two groups in understanding and adaptation area except knowledge area. Second, it shows that it greatly affected a positive influence on experimental group's attitude toward subjects in affective area. So we can expect STEM integration education using educational robot to be an alternative for stimulating children's higher learning interest on mathematics and science subject.

• The Journal of Korea Robotics Society
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• v.7 no.3
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• pp.216-221
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• 2012

Recently, although the need of marine robots being raised in extreme areas, the basis is very deficient. Fortunately, as the robot competition is vitalizing and the need of the robot education is increasing, it is desirable to establish the basis of the R&D and industrialization of marine robots and to train professionals through the development and diffusion of marine robot kits. However, in conventional case, there is no remotely operated aerial robot-kit based on the balloon for the marine robot competition, which has the abilities of the airborne locomotion and obstacle avoidance. To solve this problem, an aerial robot-kit which has the abilities of the airborne locomotion and remote control, is developed. To verify the performance of the developed kit, test and evaluation such as surge, yaw and pitch is performed. The test and evaluation results show that the possibility of the real applications of the developed kit.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.13-23
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• 2010

In recent creativity becomes a new request in the knowledge and information age. Robot programming education is an effective teaching method for improvement of creativity. Existing robot programming tools includes text-based or GUI-based development environment. Most of programming tools provide a simple tutorial system without interactive activity for beginners. In this paper, we propose an online robot programming education system based on web2.0, which embedded collaborative code creating tool, interactive tutorial chat and video conference tool to support collaborative code creating via web 2.0. Knowledge sharing tool allows users to share their collaborative source code. Besides, it makes users gained the experience and knowledge of program designing efficiently.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.35-44
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• 2010

Robots have been recognized as effective tools to promote high level thinking such as creativeness and problem solving that are crucial in Intelligence & Information era. However, robot education in Korea is more concerned with assembling, traveling and programing, while robot education in foreign countries are incorporated with educational courses, being utilized in various ways. Essentially, robot is a multifunctioning device of planning, assembling, operation and problem solving. As it is able to provide practical educational experience, it will positively influence in motivation and accomplishment if being incorporated with educational courses. Therefore, this study compared domestic and foreign robot education cases, while establishing the framework of course incorporated robot education based on analysis of robot mechanism, the 7th curriculum and its activities. We developed robot utilizing educational program by each grade and subject. In addition, this program is reviewed by experts to verify its adequateness, reality and usefulness based on which it was revised and supplemented.

• The Journal of Korean Association of Computer Education
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• v.20 no.2
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• pp.35-45
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• 2017

Factors influencing the attitude towards the use of robot-based instruction in special education are explored using the technology acceptance model (TAM). Their interrelatedness is also analyzed. Research data were obtained via a questionnaire survey of elementary, middle, and high school special education teachers in North Chungcheong Province. The results reveal that three factors influence the attitude towards using robot-based instruction in special education: perceived usefulness, perceived ease of use, and social influence. Of these, perceived usefulness exerts the strongest influence. Perceived ease of use was found to be influenced by personal innovation and social influence, and perceived usefulness is influenced by perceived ease of use and personal innovation. Efforts should be made to induce a receptive attitude towards the use of robot-based instruction among teachers for its stable acceptance.

• Journal of information and communication convergence engineering
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• v.8 no.2
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• pp.180-184
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• 2010

This paper proposes a robot motion authoring using finger-robot interaction. The proposed method is a user friendly method that easily authors (creates and controls) robot motion according to the number of fingers. The effectiveness of the proposed motion authoring method was verified based on motion authoring simulation of an industrial robot.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.430-440
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• 2015

The purpose of this study was to analyze student's metacognition interaction based on a robot lesson. For this research as an analytical metacognition interaction tool was utilized. The results of this study revealed that, first, elementary school students had more metacognition interaction in middle learning levels but middle school students had more in the low learning level. Second, in the low learning level, middle school students revised the initiated goal strategy of the robot lesson. Third, in all learning levels, students showed much diagnosis and assesment metacognition interaction in the robot lesson. According to this study's results, the robot lesson has a positive effect in facilitating diagnosis meta cognition for processing of task performance. These results could provide effective cues and information on how to improve the robot lesson.

• Journal of Engineering Education Research
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• v.19 no.6
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• pp.49-56
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• 2016

The Human Robot Interface (HRI) based on 3D depth sensor on the docent robot is developed and the localization algorithm based on extended Kalman Filter (EKFLA) are proposed through the capstone design by graduate students in this paper. In addition to this, the performance of the proposed EKFLA is also analyzed. The developed HRI system consists of the route generation and localization algorithm, the user behavior pattern awareness algorithm, the map data generation and building algorithm, the obstacle detection and avoidance algorithm on the robot control modules that control the entire behaviors of the robot. It is confirmed that the improvement ratio of the localization error in EKFLA on the scenarios 1-3 is increased compared with the localization algorithm based on Kalman Filter (KFLA) as 21.96%, 25.81% and 15.03%, respectively.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.669-695
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• 2009

In the 21st century, there will be a robot revolution. Only several years ago, industrial robots were the mainstream in the robot market; however, diverse type of robots are currently entering into our daily lives for various purposes, and the robot that thinks and behaves very similarly to human will appear in the near future. However, there is a critical view about the robot period. This means that the robot revolution will change even the framework of our entire society and human life style, and it is necessary to have robot education. It is necessary to start robot education in the elementary school curriculum with a view to enhancing interest in basic science and scientific technology and cultivating creative talents who may adapt themselves to a robotic society. However, there is no systematic robot curriculum owing to insufficient perception of the need of robot education and the educational utilization of robots. Under these circumstances, robot education is largely dependent on education for students with special talents and aptitudes run by private organizations. This paper conducted the following research in order to develop a robot curriculum in education for the gifted elementary students of computer science. First, the paper identified problems by analyzing the robot curriculum from a micro perspective after selecting three organizations that are relatively well perceived out of private organizations that operate robot education for the gifted elementary students of computer science. Second, the paper developed a robot curriculum in education for the gifted elementary students of computer science based on the framework of a robot curriculum run by private sector. Third, the validity of the robot curriculum developed in this paper was verified by a professional group comprising mainly persons in charge of robot curriculum development at private sector and lecturers for robot education for the gifted elementary students of computer science.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.645-654
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• 2016

As the 4th industrial revolution has progressed in recent years, the importance of robot education in elementary school education is increasing. In this paper, I suggested robot education framework to consider conceptual understanding and learning activities based on the 2014, 2015 KAIE software education standard curriculum for elementary school. The framework is reconstructed the 7 stages, In order to generalize the standardized model of the software curriculum, the achievement criteria should be prepared according to the content system of the curriculum considering the conceptual understanding and learning activities proposed in this paper, and if the educational contents are developed and utilized, it is expected to contribute to the activation of robot education in addition to elementary school software education.