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

• The Journal of Korea Robotics Society
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• v.1 no.2
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• pp.142-150
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• 2006

This study examines whether the reinforcement theory would 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 interact 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' are designed based on the reinforcement theory and the token reinforcement system. Participants' task performance and reaction rate are measured according to the types of robots and the types of participants. In task performance, the negative reinforcement robot is more effective than the other two types, but regarding the number of stimulus, the less the stimulus is, the more effective the task performance is. Also, participants showed the highest reaction rate on the negative reinforcement robot which implies that the negative reinforcement robot is most effective to motivate students. The findings demonstrate that the participants perceive the teaching assistant robot not as a toy but as a teaching assistant and the reinforcement interaction is important and effective for teaching assistant robots to motivate students. The results of this study can be implicated as an effective guideline to interaction design of teaching assistant robots.

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

• 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.11 no.2
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• pp.195-203
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• 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.

• 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 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.

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

• Journal of Digital Convergence
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• v.14 no.8
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• pp.223-232
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• 2016

This study focuses on the new teaching assistance robot platform and the cloud-based education service model to support the server. In the client area we would like to use the teacher assistant robot in elementary school classrooms to utilize the language education service platform. Emerging IoT technology will be adopted to provide a comfortable classroom environment and various media interfaces. Extensive precedent review and case study have been conducted to identify basic requirements of proposed service platform. Embedded system and technology for image recognition, speech recognition, autonomous movement, display, touch screen, IR sensor, GPS, and temperature-humidity sensor were extensively investigated to complete the service. Key findings of this paper are optimized service platform with cloud server system and possibilities of potential smart classroom with intelligent robot by adopting IoT and BIM technology.

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