• Korean Journal of Child Studies
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• v.32 no.4
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• pp.1-14
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• 2011

The purpose of this study was to investigate young children's perceptions of a teacher assistant robot, IrobiQ. in a kindergarten classroom. The subjects of this study were 23 6-year-olds attending to G kindergarten located in E city, Korea, where the teacher assistant robot had been in operation since Oct. 2008. Each child responded to questions assessing the child's perceptions of IrobiQ's identity regarding four domains : it's biological, intellectual, emotional and social identity. Some questions asked the child to affirm or deny some characteristics pertaining to the robot and the other questions asked the reasons for the answer given. The results indicated that while majority of children considered an IrobiQ not as a biological entity, but as a machine, they thought it could have an emotion and be their playmate. The implications of these results are two folds : firstly, they force us to reconsider the traditional ontological categories regarding intelligent service robots to understand human-robot interaction and secondly, they open up an ecological perspective on the design of teacher assistant robots for use with young children in early childhood education settings.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.109-118
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• 2020

The purpose of this research is to investigate the effects of interaction, gender, and age on preschool children's intimate relationship with entertainment robot dog. For this purpose, two kinds of experiments were conducted for 70 preschool children in day care centers in Seoul. Experiment 1 relates to the interaction with entertainment robot dog, 34 children aged 5 years (17 experimental groups, 17 comparative groups). Experiment 2 was a study on the effects of gender and age. A total of 36 children (pre- and post-group) of 12 children aged 3, 4, and 5 years old were included. This study interviewed the number of distributions and the motivations for distribution by using the "Dividing Game(Distribution Principle)" interview. As a result, firstly the group experiencing the interaction felt more intimate with the entertainment robot dog, and the reason was emotional factor the most(Experiment 1). Second, gender had no significant effect on entertainment robot dog intimacy and age showed a reverted U-shape. The above results are meaningful in that it reveals what kind of factors affecting the intimacy between the preschooler and entertainment robot dog.

• Journal of Digital Contents Society
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• v.18 no.5
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• pp.859-868
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• 2017

The purpose of this study is to investigate the research trend of robot education for young children and elementary students as a basic study for the development of hands-on robot program for young children. Trends by year, research contents, and effectiveness of 155 dissertations and journal papers from 2006 to May 2016 related to robot education for young children and elementary students were analyzed. The results were as follows. In the research subject, research was conducted in the order of integrated education, attitudes and awareness research, and response research for young children and programming education, design development research, and integrated education for elementary students. In the research method, observational research and development research were the most common in young children and elementary students, respectively. In the effectiveness validation, research on social and emotional interaction and research on creativity were the most common in young children and elementary students, respectively. Based on the results of this study, the analysis provided basic data for the development of programs for young children's hands-on robot activities and suggested the direction and implications of robot education in connection with SW education of young children and elementary students.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.1
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• pp.81-88
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• 2009

Purpose: The purpose of this study was to identify the behavioral responses to a robot pet in pre-school children. Method: This activity for children was conducted for 5 days at a kindergarten and each session lasted 30 minutes. In order to measure children's temperament, Chun Heeyoung's Temperament Rating Scale was used. In addition, to investigate the behavioral responses to a robot pet, each session was videotaped. The videotape data was analyzed according to child-robot interaction. Result: On the average, subjects scored highest in emotionality and lowest in activity for the temperamental subscale. The videotape data revealed verbal, positive nonverbal, and negative nonverbal interaction. Conclusions: These results suggest that child-robot interaction reflects temperamental characteristics, therefore, to develop a nursing intervention program using a robot, it is necessary to consider individual differences and recreational factors to grab children's interest.

• The Journal of Korea Robotics Society
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• v.15 no.4
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• pp.365-374
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• 2020

In this paper, we analyzed how 5-year-old children perceive a robot's ability to attribute mental states to oneself and to others, which shall hereafter be referred to as a robot's theory of mind (RToM). A total of 34 5-year-old children were given two typical false-belief tasks, an 'unexpected-contents task' and a 'change-of-location task', in order to evaluate whether a child's perceived RToM was connected to their own ToM. In addition, we investigated whether a child's perception of RToM was influenced by either a priori experience with robots or that child's gender. The results are as follows. Firstly, the 5- year-old preschool children universally recognized robots as beings that have a human-like mind both in 1st order and 2nd order perspectives, which indicates that children perceive robots as beings distinct from mechanical toys. Secondly, a priori child-robot interaction experience was found to have a positive influence on a child's perceived RToM. Thirdly, the gender of children did not significantly affect their perceived RToM. This study serves to add to the macroscopic results of prior research, which indicate that children perceive robots as intermediate beings between living and inanimate objects: significantly, it analyzes the children's perception of robots through the lens of theory of mind, which is one of the key elements of cognitive development. This research lays the foundations for designing effective child-robot interactions, in situations in which robots serve as peers or assistants for educational purposes.

• 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.

• Journal of rehabilitation welfare engineering & assistive technology
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• v.9 no.4
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• pp.265-273
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• 2015

Children with autistic spectrum disorder(ASD) have a strength in visual process and systemizing, and they show interest toward things and machines. Therefore, robots have been suggested as a useful tool for the rehabilitation of the children with ASD. A robot can attract children's interest and attention, and it can provide simplified social stimulus. A robot can be applied repetitively, and programmed for the special needs of an individual child. In this study, we review literature related to the use of robots for the rehabilitation of children with ASD. For this purpose, related literature was searched with the keywords of autism and robot. We selected eleven domestic papers, and analyzed their contents to identify robots, stimulus of robots, experiment process and dependent variables.

• Journal of IKEEE
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• v.20 no.2
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• pp.196-199
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• 2016

As the children with Autistic Spectrum Disorders(ASD) are increasing, and study of intelligent robot is dynamically proceeding, therapeutic robots are needed to help ASD children who have a lack of social interaction, inadequacy of communication. This paper deals with the design and operation of a cat robot for the treatment. To configure the behavior based on the results of field experiments, emotional treatment is suggested and robot structure considering ASD characteristic is designed with some sensors. In addition, we verified the effectiveness of the operation by field test.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.311-317
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• 2023

The purpose of this study is to qualitatively examine the play experience and meaning of young children who enjoy the appreciation of picture books based on the 2019 revised Nuri curriculum centered on children and play, and furthermore, various play imaginations and ideas in picture books are realized by T robot. The collected various play cases were analyzed by arranging them into play flow diagrams centering on each picture book, and based on this, the meaning of play was discovered by categorizing play through reading the meaning of play. Therefore, this study is meaningful in that it supports <Picture Book-linked Young Children's Robot Play>, a play experience in which various playful imaginations in picture books are realized by young children's robots, and examines the experience of creatively creating play led by young children in depth, and furthermore, it is valuable in providing a basis for the direction of play-centered SW education centered on young children.

• Korean Institute of Interior Design Journal
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• v.22 no.1
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• pp.222-230
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• 2013

The convergence progress in science technology and ensuing changes in educational environments require another huge change in education programs in the 21st century defined as a knowledge-based information society. But nowadays, prospective college students are increasingly avoiding natural science and engineering. So, educational fields in korea need suitable convergence educational programs (STEAM: science, technology, engineering, arts, mathematics) for creative competent person who is training and experiencing. In addition, environmental design fields are predicting about spread of Kinetic architecture. Therefore the aim of this study is developing convergence hand-on educational program which is incorporate robot science into environmental design for children. The program and teaching materials were developed by mapping between robot science and environmental design process leading the Design Promote Committee in KIID(Korea Institute of Interior Design) supported research teams in Hansung University. And then, For utility of the program, we had a 3 times of demonstration of empirical education. First, graduate students of design and robot major, and small group of children who are selected, at last, 63 children who are applying the program randomly. For more high quality program, we were conducting survey of post-empirical education evaluation for children and their parents. In conclusion, we found out highly satisfaction of the program those two groups. Also they need more organized places, time, task and so on. And the convergence educational program would develop by systematic approach and empirical research. At last, various and series convergence programs and teaching materials would develop creative competency based for regular and irregular courses of whole educational period.