• 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.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.219-239
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• 2012

The purpose of this study was to analyze pre-service teachers' perceptions and change on the images about young children. The subjects of this study were 31 students in the early childhood department at a university. It was a longitudinal study conducted for four years. The data regarding the images that students had about young children were collected by having them answer a question. The question was "Young children are... Because of..." Subjects were asked to answer that question when they were freshmen and then, to answer the same question when they were seniors in order to see the change. A content analysis and frequency were conducted. The study of the results could be summarized as follows. Firstly, from their first year to senior year, the images that pre-service teachers perceived such as, vibrant active beings and beings with various characteristics" did not change. However, the images such as "being who was capable of interacting with environments" had changed. And the new image which viewed a child as a being who should be respected emerged. Secondly, the factors that influenced the image changes were based on the experience of working as assistant teachers at an early childhood setting, and practicum. Therefore, a systematic work on assistant teachers should be done and a concept about child-center education should be built.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.167-172
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• 2007

현재 일본과 미국을 중심으로 많은 로봇 선진국들이 다양한 형태의 로봇을 개발하고 있으며, 국내에서도 지능형 서비스 로봇산업인 엔터테인먼트 로봇, 홈로봇 등의 로봇 제품을 출시하고 있다. 이러한 로봇개발과 국민들의 로봇에 대한 기대가 커지면서 그에 따른 로봇의 교육적 활용에 대한 연구도 큰 관심을 끌고 있다. 이에 본 논문에서는 범국민화 되고 있는 URC 로봇 중 하나인 아이로비 큐를 가지고 학급경영에 필요한 주의집중, 칭찬, 격려 교사보조로봇컨텐츠를 개발하여 초등 현장 학생들을 대상으로 실험하였다. 그 결과 수업 중 퀴즈부분과 도입부분의 집중과 분위기 전환을 위해서 로봇 활용은 유용하였으며, 교사보조로봇컨텐츠는 수업에 주의집중, 재밋거리, 흥미, 동기유발, 교사 역할의 편리함을 제공하였다.

• Journal of Digital Contents Society
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• v.18 no.8
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• pp.1501-1507
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• 2017

Telepresence in robot assisted learning has preferred low-height, shorter than life-size robotic platforms for reasons such as operational stability, user convenience and psychological comfort in human robot interaction. If, however, the reason for using a telepresence robot is to display the authority of a social superior to a social inferior, one can hypothesize that a robotic platform which reflects real-life height advantage would be better suited for the stated purpose than conventional low-height platforms. In order to test the hypothesis, we examined whether the height of the robot had an effect on an instructor connected to a telepresence robot in robot-assisted learning with regard to controlling a large number of elementary school students. The pre-and post experiment demonstrates that the use of a life-size telepresence robot, compared to a child-size telepresence robot, failed to make a meaningful difference in the instructors' authority being accepted by the students. However, behavioral measures shows that a taller robot has more merits in controlling students.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.293-312
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• 2011

Many immersion programs have been established and managed throughout Korea in recent years in schools, English villages and camps. Research on the effects of various programs has been reported with focus on the program types or the benefits and learning outcomes for the participants. The purpose of this study is to find out the effects of participation at English camp as a teaching assistant by comparing some factors such as competence, English abilities, and connection to current studies/career before and after camp experience. The results show that all 17 competence rates rose with 'crisis management' showing prominent change. Also, the camp experience provides opportunity for improving English Test scores, conversational skills, teaching skills, and mostly language confidence. Lastly, the camp helped in setting career goals and was helpful in the preparation process of job seeking. Most of the subjects, the teaching assistants at camp, replied that the impact of camp experience is useful in current studies/career. In conclusion, the experience as camp teaching assistant is valuable in many aspects.

• The Journal of the Korea Contents Association
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• v.9 no.10
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• pp.482-491
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• 2009

The purpose of this research is to design and develop teacher assistant contents 'My Class' for an intelligent robot iRobiQ, using in early childhood educational setting. After observing daily activities and correspondence role of teachers in educational settings, we selected the robots' target contents as 6 main functions (Attendance, Activity, Gallery, Learning, Role Calling, and Timer). We designed the contents according to the PLU (Player-Learner-User) model which suggests importance of entertainment, education, and enabling features to meet player, learner, and user requirements. We also considered 'emotional' features to satisfy 'companion' requirements. The developed contents in this study was deployed in kindergarten classrooms consisting of five-years-old for 4 weeks to see how they response and use the contents. We found that both teachers and children were likely to show positive responses to the contents. Especially, young children responded to the entertainment and emotional features more actively than to the other features. And they continually explored for something new inside the contents. Finally, this paper discusses what should be considered to develop more useful teacher assistant contents for iRobiQ.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.1354-1360
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• 2006

최근 놀라운 성장을 거듭하고 있는 지능형 로봇(Intelligent Robot) 기술은 기존의 주요 활용 분야였던 산업현장이나 연구실과 같은 전문가적 영역을 넘어서 지능형 엔터테인먼트(Entertainment)로봇이나 청소기 로봇의 예에서 볼 수 있듯이 인간의 주요 일상 생활 공간인 가정이나 공공기관의 서비스 분야로 점차 그 활용 영역을 넓혀가고 있다. 학습 보조 교사 도우미 로봇의 개발은 초등학교 교육 현장이 당면하고있는 각종 현안들을 로봇의 활용을 통해서 해결하고자하는 실용적인 목적에서 출발 했다. 이러한 관점에서 볼때 로봇 디자이너의 역할은 전체 개발 프로세스의 말단부에서 로봇 시스템의 외장(Appearance)을 마무리하는 역할을 넘어서 구체적 로봇시스템의 개발에 선행하여 학습보조 교사 도우미 로봇의 잠재적 활용 주체인 학생, 교사, 학부모의 입장에서 각 주체들의 내재적, 외재적 욕구를 효과적으로 만족 시킬 수있는 활용 시나리오(Application Scenario)를 도출, 개발 프로세스 전반에 걸쳐 각 개발 주체들에게 일관된 비젼(vision)과 이미지(image)를 제시하는것이라고 생각되었다. 본연구에서는 학습보조 교사 도우미 로봇 디자인 과제에 있어서 사용자 관찰(User Observation), 유저 다이어리(User Diary), 포커스그룹 인터뷰(F.G.I)등을 바탕으로 로봇의 역할 모델중심, 서비스 영역 중심, 초등학교 교육이념 구현 중심 등 3가지의 서로 다른 컨셉의 로봇 활용 시나리오(Application Scenario)를 제안하였다. 본 연구 결과는 현재 초기 단계에 있는 로봇 디자인 분야의 현실을 감안할때 전체 로봇 개발 프로세스내에서의 향후 산업 디자인이 수행해야 할 역할을 명확하게 보여준다는 점에서 그 의의가 있으며 관련 분야의 연구 활성화에 기여할 것으로 기대된다.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.14-31
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• 2011

This study investigated pre-service science teachers' motivation for career choice and their self-image as a science teacher. Although their motivations for becoming science teachers were very personal, three major characteristics emerged. First, during the process of their growth, their interest in education and science existed separately, and later the two interest were naturally focused on the job of a science teacher. When they find out that teaching science is right for them, they developed their inner motivation. Second, teaching opportunities to teach science subjects, including classroom observations, TA, tutor, and teacher-aid, played an essential role for them in finding their aptitude for science teaching. Third, their teaching-related experiences were very effective in building up their self-image as a science teacher and in preparing for the job. It also reinforced their inner motivation, which was important in finding their direction in life as a science teacher. Fourth, there were two categories for the self-image as a science teacher. One was teaching-oriented and the other was science subject-oriented. These images for the science teacher were closely connected with their inner motivation for science teaching.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.123-133
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• 2016

Objective: The aim of this study was to achieve a qualitative understanding of childcare teachers' cooperation experiences with Nuri curriculum teaching assistants. Methods: The study adopted a qualitative research design. Participants comprised 23 childcare teachers working with Nuri curriculum teaching assistants. Focus group interviews were conducted to discuss their cooperation experience with the teaching assistants. Qualitative themes analyses were carried out following individual-level analyses, group-level analyses, and cross-group-comparisons. Results and Conclusion: The results showed that childcare teachers, at first, had low expectation for Nuri curriculum teaching assistants because they have ambiguous job descriptions. However, the teachers' actual interactions exhibited cooperation effects on improving the quality of childcare. Childcare teachers suggested the ways to promote cooperation between childcare teachers and Nuri curriculum teaching assistants at individual and systemic levels.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.183-185
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• 2012

본 연구의 목적은 지속적인 영재학생 관리를 위해 학생 관리 시스템의 구축 방향을 제시함으로써 영재교육 수혜 경험에 대한 정보들의 누적이 학생들의 진로 진학이나 자아실현을 하기까지 도움을 제공할 수 있도록 하는 것이다. 이를 위하여 학생 관리시스템 구축에 대한 선행 연구를 분석하였으며 분석 결과 효율적인 교육과정 운영을 중심으로 학생의 인적 사항을 관리하거나 그 기관 내에서 학생을 재 선발하고, 학부모와 상담, 영재교육에 대한 연구 자료로 활용하는 데 그치고 있었다. 따라서 본 연구에서는 학생 관리 시스템의 구축 방향으로 전국 영재교육기관에 공통적으로 적용 관리할 수 있는 중앙 센터의 마련, 영재교육기관 간의 시스템 연계, 학생 중심의 시스템 구축을 통한 자아실현 및 진로 진학에 도움 제공, 인성 측면을 반영할 수 있는 시스템 구축, 구체적인 진로 상담 작성이 가능한 항목 마련, 교육과정 반영, 영재교육 보조교사나 전담교사 파견을 통한 철저한 학생 관리를 제시하였다.