Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis on Acceptance and Use of Technology for Elementary School Teachers in Telepresence Robot-assisted Learning

원격 로봇보조학습에 대한 초등교사의 기술수용도 분석

  • Lee, Hyewon (Chungcheongbuk-do Danjae Education Training Center) ;
  • Han, JeongHye (Cheongju National University of Education, Dept. of Computer Education)
  • 이혜원 (충청북도단재교육연수원) ;
  • 한정혜 (청주교육대학교 컴퓨터교육과)
  • Received : 2019.11.20
  • Accepted : 2019.12.17
  • Published : 2019.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

Telepresence robot-assisted learning can provide opportunities of education for students who are in vulnerable physical, intellectual, cultural or environmental conditions. It is to be applied in international virtual education for global citizenship education. To date, the study of acceptance model has been conducted only for preservice teachers, and post-intention for use is not considered. This paper identified whether there are significant differences by gender or years of experience from elementary school teachers on it and the basic factors that affect the acceptance intentions for it. Factors related to intention to use for a telepresence robot were investigated, and a questionnaire about post-intention for use was made after participants operated. The results showed that elementary school teachers did not have a significant difference in each factor by gender. The experienced teachers showed no difficulty in using it. It was shown that PU, ATT, PENJ, SI and Ttrust were all extremely significant factors to affect acceptance intentions. It will be possible to establish educational information policies based on the acceptance intentions of elementary school teachers on telepresence robot-assisted learning.

원격 로봇보조학습은 신체적·지적·문화적·환경적으로 취약한 학생들에게 교육의 기회를 제공할 수 있으며, 농산어촌 고교학점제의 어학관련 과목의 온라인교육과정을 대체하거나 세계시민교육을 위한 국제교류학습에 활용할 수 있으나, 현재까지 수용모델 연구는 예비교사를 대상으로만 이루어졌으며 사후사용의도 요인은 고려하지 않았다. 따라서 본 논문은 초등교사를 대상으로 원격 로봇보조학습에 대하여 사용의도와 사후 사용의도에 영향을 주는 기초 요인을 알아보았다. 연구 결과, 원격 로봇보조학습에 대하여 초등교사들은 성별에 의해 각 요인이 유의미한 차이가 없었으며, 경력이 많은초등교사들이 FC, PAD, PS, SP에서 더 긍정적으로 유의미한 결과가 나왔다. 또 수용의도에 영향을 주는 요인으로 PU, ATT, PENJ, SI, Ttrust 모두 매우 유의미 있게 나왔다. 이와 같은 원격 로봇보조학습에 대한 초등 교사들의 수용의도를 바탕으로 교육정보 정책 수립을 할 수 있을 것이다.

Keywords

References

  1. Daniela Conti, Santo Di Nuovo, Serafino Buono & Alessandro Di Nuovo. (2017). Robots in Education and Care of Children with Developmental Disabilities: A Study on Acceptance by Experienced and Future Professionals. International Journal of Social Robotics, 9, 51-62. https://doi.org/10.1007/s12369-016-0359-6
  2. Fred D. Davis. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results. Ph.D. dissertation, Sloan School of Management, Massachusetts Institute of Technology.
  3. Fred D. Davis. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 318-339.
  4. Jeong Hye, Han. (2010). Robot-aided learning and r-learning services. Human-Robot Interact. InTech publisher.
  5. Jeong Hye, Han. (2018). UTAUT Model of Telepresence Robot-Assisted Learning by Pre-service teachers. Journal of Creative information Culture, 4(2), 95-101. https://doi.org/10.32823/jcic.4.2.201808.95
  6. Jeong Hye, Han., Dong Ho, Kim. (2006). Educational Usage of a Teaching Assistance Robot. Journal of the Korean Association of Information Education v.10 no.1, pp.155-161.
  7. Jeong-Hye Han., Miheon J (2009) Robot-Assisted Learning in r-Learnin. Journal of the Korean Association of Information Education v.13 no.4, pp.497-508, 2009.
  8. Marcel Heerink, Ben Krose, Vanessa Evers & Bob Wielinga. (2009). Measuring acceptance of an assistive social robot: A suggested toolkit. The 18th IEEE International Symposium on Robot and Human Interactive Communication, Toyama, Japan. 528-533.
  9. University of California, Irvine. (2016). Telepresence robots help chronically ill kids maintain social, academic ties at school. robohub.org. https://robohub.org/telepresence-robots-help-chronically-ill-kids-maintain-social-academic-ties-at-school/
  10. Seong Ju, Park., Jeong Hye, Han., Bok Hyun. Kang. & Kyung Chul, Shin. (2011). Teaching assistant robot, ROBOSEM, in English class and practical issues for its diffusion. Advanced Robotics and its Social Impacts, Half-Moon Bay, CA, USA. 8-11.
  11. Kyoung Wan, Shin. & Jeong Hye, Han. (2017). Qualitative Exploration on Children’s Interactions in Telepresence Robot Assisted Language Learning. Journal of The Korea Convergence Society, 8(3), 177-184. https://doi.org/10.15207/JKCS.2017.8.3.177
  12. Viswanath Venkatesh & Fred D. Davis (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2), 186-204. https://doi.org/10.1287/mnsc.46.2.186.11926
  13. Viswanath Venkatesh, Michael G. Morris, Gordon B. Davis & Fred D. Davis (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
  14. Patrice Lynne Weiss, Carolynn P. Whiteley, Jutta Treviranus & Deborah Fels. (2001). PEBBLES: A Personal Technology for Meeting Educational, Social and Emotional Needs of Hospitalised Children. Personal and Ubiquitous Computing, 5(3), 157-168. https://doi.org/10.1007/s007790170006
  15. Ryuji Yamazaki, Shuich Nishioi, Kohei Ogawa, Kohei Matsumura, Takashi Minato, Hiroshi Ishiguro, Tsutomu Fujinami & Masaru Nishikawa. (2013). Promoting Socialization of Schoolchildren Using a Teleoperated Android: An Interaction Study. International Journal of Humanoid Robotics, 10.