• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.615-617
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• 2019

In this study, the effectiveness of the education program was analyzed through the invention education program using Hands-on Robots, the change of perception of invention and robots of primary and secondary students. The results of the study were as follows: there were many differences in robots that students recognized before and after education, and the change was noticeable in lower grades. In addition, perception of inventions included many robots after they were trained, compared to the fact that robots were not included before they were learned. There has also been a change in attitudes toward robots and their attitude toward inventions, which was more pronounced in the lower grades. By doing so, it can be analyzed that the invention education program using Hands-on robots is effective in giving elementary and secondary students a change in their perception of inventions and robots.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.9-21
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• 2018

The purpose of this study is to examine the effects of SW education using robots on Computational Thinking, Creativity, Academic Interest and Collaborative skill. In order to achieve the purpose, SW education using robots was conducted to 88 students in 5th grade in Seoul. After collecting data, we examined mean differences using matched pair t-test. The results indicated that the SW education using robots is associated with significant improvements in Computational Thinking, Creativity and Academic Interest while Collaborative skill is not associated with significant improvement. This research investigated the effects of the SW education using robots and expanded the understanding of the SW education using robots. In addition, this study provides several implications with regard to suggesting the direction to go further of SW education using robots.

• Journal of the Korea Society of Computer and Information
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• v.24 no.1
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• pp.247-255
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• 2019

In this paper, we propose the effect of project-based robot education program on the interest toward robots and the computational thinking of elementary school students. Software education is being actively carried out around the world in order to cultivate software talents in accordance with the 4th industrial revolution. As a result, the importance of robots in education has increased, and education using robots has been actively introduced. However, the activities of simply assembling and repeating robots in schools were not effective in enhancing elementary school students' interest toward robots and computational thinking. Therefore, it is necessary to overcome traditional teaching-learning methods and to develop robot education. So, in this study, the robot education program that introduces project-based learning was developed for improvement of interest toward robots and computational thinking of elementary school students. In order to verify the developed education program, 114 elementary six grade students were selected as research subjects and the traditional teaching-learning method and project-based learning were applied to the experimental and control group. As a result, project-based learning was more effective for elementary school students' interest toward robot than traditional teaching-learning method. In computing thinking, the experimental group showed a significant improvement, but there was no statistically significant difference in the post-test.

• The Journal of Korea Robotics Society
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• v.12 no.3
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• pp.287-296
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• 2017

Robots are used in early childhood education as a new instructional media, and educational activities using robots have been increased. So the purpose of this study is to investigate the effect of educational activities using hands-on robots on logic-mathematical knowledge and creative problem-solving ability of young children. The total number of subjects was 43, and they were all five-year-old children. The experimental group and control group did activities with hands-on robots and general free activities, respectively. Results using ANCONA have shown that the activities with hands-on robots positively affected logic-mathematical knowledge and creative problem-solving ability of young children. These meaningful results have shown the possibility of early childhood educational use as the effectiveness of hands-on robots has come out.

• The Journal of Korea Robotics Society
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• v.8 no.1
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• pp.58-65
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• 2013

The purpose of this paper is to improve scientific attitude and interest of the elementary school students by using STEAM-based robots in education. In this work, we analyzed PDIE model that describes methodology for generating STEAM integrated education materials and then we also developed teaching materials utilizing STEAM-based robots. The effect of the STEM-based robots in education was analyzed through a test class which demonstrated the robots indeed help improving scientific attitude and interest of students. During the class, individual knowledge and experience of the students were integrated into the STEAM-based robots which then provide customized help for each student so that they have better understanding and interest in science, technology, and engineering field.

• The Journal of Korea Robotics Society
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• v.10 no.2
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• pp.70-78
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• 2015

The purpose of this study was to investigate how young children recognize the image of robots, and how they understand the relationship between themselves and robots based on school experience. 20 children from kindergarten A had no direct experience with educational robots, whereas 20 children from kindergarten B had experience in using educational robots in their classroom. Total 40 children from age group 5 class participated in this study. We collected data using interview and drawing test. The findings of the study are as follows: First, participating children recognized robots as having both the character of a machine and a human. But children with previous robot experience provided description of robots as a machine-tool. Both groups were not able to explain the structure of robots in details. Second, participating children understood that they can develop a range of social relationships with robots, including simple help to family replacement. There were mixed views on robots among the children with previous experience, but children with no experience described robots as taking the role of peers or family members. These findings could contribute to the development of robots and related programs in the field of early childhood education.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.277-284
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• 2017

Software Education will be implemented at elementary, middle and high schools starting in 2018. The goal of software education is to help students develop Computational thinking skills. Especially, using robots in software education increases student interest and helps to increase creativity. In order for software education using robots to be effective, education for teachers should be effective. The development of effective education contents for preliminary teachers can be said to be the success of software education. By the way, effective education can be said to begin with an accurate analysis of the subjects. In order to develop an effective curriculum for preliminary teachers, it is necessary to grasp the level of preliminary teachers who will carry out the software education using robots. Therefore, in this paper, we surveyed the experiences, levels and perceptions of preliminary teachers to help develop software education curriculum using robots.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.419-425
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• 2018

The national curriculum includes the problem solving process, algorithms, and programming of SW education. The education using robots is one of attractive alternatives for students who have no interest of SW or are poor at programming. We have developed a courseware using robots for SW education based on paper art activities with narrative storytelling to enhance students' creative thinking and problem solving within limitation of class time in schools. We apply the courseware and obtained the result of pre and post-test on the creative problem solving ability of third graders in the elementary school The four factors of creative problem solving have shown significantly increase. In addition, it had an significant effects for understanding robot technology and for learning attitude using robots of SW or programming.

• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.307-316
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• 2018

In this study, we conduct SW education using robot in elementary school, to examine the effects of SW education using robot and identify differences dependeing on the presence of assistance teacher. In order to achieve the purpose of this study, SW education using robot was conducted to 29 students. After collecting data, we examined mean difference using matched pair t-test and ANCOVA. Our results show that SW education using robot significantly improved CT and attitudes toward robots. CT, however, was not significantly improved in control group. Further, although improvement in attitudes toward robots was not associated with presence of assistance teacher, presence of assistance teacher did play a role in improvement of CT. This study was investigated effects of the SW education using robot and identify differences depending on the presence of assistant teacher, and expanded the understanding of the SW education using robot.

• Journal of Digital Contents Society
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• v.17 no.6
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• pp.531-536
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• 2016

This study highlights the effectiveness of analyzing the feelings children have when interacting with robots in a dramatic play setting using augmented reality in Human Robot Interaction (HRI). Existing dramatic play activities using robots by QR-markers were edited, and their weaknesses have been corrected so that children could interact more effectively with robots. Additionally, children's levels of interest and engagement in dramatic play activities, the accuracy of robotic props, and the smartness of robots were analyzed throughout children's interactions during such activities using augmented reality. Younger participants were more likely to find robots interesting and intelligent, and participants with no previous experience with robots had relatively higher levels of interest in robots and tended to notice changes in robots' costumes.