• Proceedings of the KIEE Conference
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• 2003.11c
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• pp.886-889
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• 2003

In this paper a design of educational robot based on a PC and/or a microprocessor is discussed. The educational robot has 5 DOF and Is made with Swiss Mini Servomotor and Motor Controller IC LM629N. Also, a GUI(Graphical User Interface) is programmed by Visual Basic. This system is completed to consider control properties of the educational robot with 5-DOF that can be changed the parameter of controller by software.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.23-32
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• 2005

Dolittle is a educational programming language that helps students learning principles and concepts of computer science with programming. Learning programming with robot improve learning achievements robot motivate to be interest with programming. However, Dolittle robot programming is a different from Dolittle programming in process of interpretation and execution mechanism. Therefore, students have virtually to learn two languages to control robot and it would reduce the worth of Dolittle as educational programming language. In order to solve this problem, we tried to Unify Dolittle and robot control language using parser that Dolittle program with turtle object convert robot program. But this try couldn't overcome completely this problem because attributes of turtle object is different from robot. In this research we unified Dolittle programming and Dolittle robot programming as a way of adding new robot object in dolittle standard object group. it would improve educational effect of learning programming with robot in Dolittle.

• International journal of advanced smart convergence
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• v.5 no.2
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• pp.8-17
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• 2016

Scratch-based programming has come to be known as an effective programming tool because of its graphic instruction modules, which are designed to be assembled like the famous LEGO building blocks. These building block-like structures allow users to more easily program applications without using other more difficult programming languages such as C or Java, which are text-based. Therefore, it poses a good opportunity for application in educational settings, especially in primary schools. This paper presents an effective approach to developing an educational robot for use in elementary schools. Furthermore, we present the method for scratch programming based on the external modules need for the implementation of robot motion. Lastly, we design a systematic curriculum, titled "Play with a Robot," and propose guidelines to using the educational programming language Scratch.

• Proceedings of the KIEE Conference
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• 2007.07a
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• pp.1777-1778
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• 2007

In this paper, We design and implement a humanoid robot, With Educational purpose, which can collaborate and communicate with human. We present an affective human-robot communication system for a humanoid robot, D2, which we designed to communicate with a human through dialogue. D2 communicates with humans by understanding and expressing emotion using facial expressions, voice, gestures and posture. Interaction between a human and a robot is made possible through our affective communication framework. The framework enables a robot to catch the emotional status of the user and to respond appropriately. As a result, the robot can engage in a natural dialogue with a human. According to the aim to be interacted with a human for voice, gestures and posture, the developed Educational humanoid robot consists of upper body, two arms, wheeled mobile platform and control hardware including vision and speech capability and various control boards such as motion control boards, signal processing board proceeding several types of sensors. Using the Educational humanoid robot D2, we have presented the successful demonstrations which consist of manipulation task with two arms, tracking objects using the vision system, and communication with human by the emotional interface, the synthesized speeches, and the recognition of speech commands.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.6
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• pp.2497-2503
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• 2012

In this study an educational robot for programming education was designed and implemented. The robot in this study is composed of hardware containing a sensor, a processor, and a motor driver circuit, software to control the educational robot, machine parts to manufacture the robot structure, and a teaching material containing educational contents and the manufacturing manual. This robot is characterized by direct programming without a computer, which gives no spatial restrictions on robot education and enables dynamic program education beyond limitations of the existing static computer program education since students' programming results are found in the robot's movements. User-centered functional commands, which make it possible to control the robot with simple knowledge concerning hardware and basic commands, were used to enable even students who first accessed a robot or computer program to make access with ease.

• Journal of the Korean Society for Precision Engineering
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• v.30 no.11
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• pp.1161-1169
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• 2013

In this paper an omni-directional mobile robot is suggested for educational robot platform. Comparing to other robots, a mobile robot can be easily designed and manufactured due to its simple geometric structure. Moreover, since it is required to have low DOF motion on planar space, fabrication of control system is also simple. In this research, omni-directional wheels were adopted to remove the non-holonomic characteristic of conventional wheels and facilitate control system design. Firstly, geometric structure of a Mecanum wheel which is a most frequently used omni-directional wheel was demonstrated. Then, the organization of the mobile platform was suggested in aspects of mechanism manufacturing and electronic hardware design. Finally, a methodology of control system development was introduced for educational purpose. Due to an intuitive motion generating ability, simple hardware composition, and convenient control algorithm applicability, the omni-directional mobile robot suggested in this research is expected to be a promising educational platform.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.10a
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• pp.667-670
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• 2009

The users' needs are expanded because of developing of educational robot market. However, the technology development doesn't fully adopt customer needs. In general, the most products are followed not user needs but technology trajectory. In this paper, we try to define the educational robot functions from analyzing usage propensity and customer needs with Kano model. According to results, there are key functions based on customer needs such as remote student control, Internet search, educational contents search and study planner. If the four key functions are offered, user's positive attitude to robot will be increased.

• 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.

• Journal of Intelligence and Information Systems
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• v.15 no.3
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• pp.17-29
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• 2009

C programming is a main programming for the Educational Robot Arm which is based on AVR ATmega128. The development environment is not integrated, so it is complex and difficult to study for middle or high school students who want to learn programming and control the educational robot arm. Furthermore, there is no debug and testing environment support. This paper presents a Java-based development platform for the educational robot arm. This platform includes: an up-to-date tiny Java Virtual Machine (NanoVM) for the educational robot arm; An Eclipse based Java integrated development environment as an Eclipse plug-in; a 3D simulator on the PCs to support testing and debugging programs without real robots. The Java programming environment makes development for educational robot arm easier for students.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.267-282
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• 2010

The purpose of this study was to examine the usability of a robot in kindergartens and the children's perceptions of that robot. In order to answer these questions, a field study, picture drawing and interviews were conducted over twelve days in a kindergarten located in Seoul. Our results indicated that children were likely to use the robot in a group and girls tended to use it more than boys. Children's affection towards the robot was positive and they perceived the robot mostly in terms of a friend. Finally, the picture drawing activity differed according to the usability level. Children who were in the high usability level grouping engaged more with educational content and storytelling while the low usability level grouping utilized the robot for singing in a large group.