• 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 Creative Information Culture
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• v.4 no.2
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• pp.95-101
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• 2018

As a result of introducing robot assisted learning which utilizes social robots or telepresence robots in language learning or special education, research on technology acceptance model for robot-assisted learning is also being conducted. The unified theory of acceptance and use of technology (UTAUT) model of intelligent robot has been studied, but of tele-operated robot is insufficient. The purpose of this paper is to estimate the UTAUT model by pre-service teachers who experienced telepresence robot-assisted learning that can be done in future school. It is found that the estimated UTAUT model consists of more concise factors than social robots, and the importance of perceived enjoyment is higher. In other words, the pre-service teachers showed significant acceptance of tele-operated robots with enhanced enjoyment composed of its mobility, communication, and touchable appearance of the face and body.

• Journal of the Korea Convergence Society
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• v.8 no.3
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• pp.177-184
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• 2017

The purpose of this study was to explore children and robot interaction in distant language learning environments using three different video-conferencing technologies-two traditional screen-based videoconference technologies and a telepresence robot. One American and six Korean elementary school students participated in our case study. We relied on narratives of one-on-one interviews and observation of nonverbal cues in robot assisted language learning. Our findings suggest that participants responded more positively to interactions via a telepresence robot than to two screen-based video-conferencings, with many citing a stronger sense of immediacy during robot-mediated communications.

• 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.

• Journal of Convergence for Information Technology
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• v.9 no.7
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• pp.106-113
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• 2019

The purpose of this paper is aimed to derive suggestions for convergence technology for effective management of distance education by analyzing a long-term case. The experiment was designed with notebook, smartphone or tablet based robot controlled by a remote instructor and a learner, who have experience of distance learning including robot assisted learning. The tablet based robot has the display system of feedback to speakers. During five months, three types of experiments were conducted randomly and a participant was interviewed thoroughly. The result, like the previous research, demonstrates that the task performance of the learner in telepresence robot-assisted learning was better than that in the notebook, and smartphone based. However, it is believed to be necessary to adjust the system for eye-contact and voice transmission for the remote instructor. The instructor required an additional sight by supplementing an extra camera and automatic direction control to source of sound.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.599-606
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• 2019

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.

• Journal of Institute of Control, Robotics and Systems
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• v.20 no.6
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• pp.619-624
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• 2014

This paper introduces a robot-based learning system which is designed to teach multiplication to children. In addition to a small humanoid and a smart device delivering educational content, we employ a type of mixed-initiative operation which provides enhanced multi-modal cognition to the r-learning system through human intervention. To investigate major factors that influence people's intention to use the r-learning system and to see how the multi-modality affects the connections, we performed a user study based on TAM (Technology Acceptance Model). The results support the fact that the quality of the system and the natural interaction are key factors for the r-learning system to be used, and they also reveal very interesting implications related to the human behaviors.

• Journal of Information Processing Systems
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• v.4 no.4
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• pp.159-168
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• 2008

Human-Robot Interaction (HRI), based on already well-researched Human-Computer Interaction (HCI), has been under vigorous scrutiny since recent developments in robot technology. Robots may be more successful in establishing common ground in project-based education or foreign language learning for children than in traditional media. Backed by its strong IT environment and advances in robot technology, Korea has developed the world's first available e-Learning home robot. This has demonstrated the potential for robots to be used as a new educational media - robot-learning, referred to as 'r-Learning'. Robot technology is expected to become more interactive and user-friendly than computers. Also, robots can exhibit various forms of communication such as gestures, motions and facial expressions. This study compared the effects of non-computer based (NCB) media (using a book with audiotape) and Web-Based Instruction (WBI), with the effects of Home Robot-Assisted Learning (HRL) for children. The robot gestured and spoke in English, and children could touch its monitor if it did not recognize their voice command. Compared to other learning programs, the HRL was superior in promoting and improving children's concentration, interest, and academic achievement. In addition, the children felt that a home robot was friendlier than other types of instructional media. The HRL group had longer concentration spans than the other groups, and the p-value demonstrated a significant difference in concentration among the groups. In regard to the children's interest in learning, the HRL group showed the highest level of interest, the NCB group and the WBI group came next in order. Also, academic achievement was the highest in the HRL group, followed by the WBI group and the NCB group respectively. However, a significant difference was also found in the children's academic achievement among the groups. These results suggest that home robots are more effective as regards children's learning concentration, learning interest and academic achievement than other types of instructional media (such as: books with audiotape and WBI) for English as a foreign language.

• Journal of Chest Surgery
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• v.54 no.4
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• pp.266-278
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• 2021

Lobectomy is the standard treatment for early non-small cell lung cancer. Various surgical techniques for lobectomy have been developed, and minimally invasive thoracic surgery, such as video-assisted thoracic surgery or robot-assisted thoracic surgery, has been considered as an alternative to conventional open thoracotomy. The recently robotic lobectomy technique has developed since the first case series was published in 2002. Several studies have reported that robotic lobectomy has comparable oncologic and perioperative outcomes to those of video-assisted thoracic surgery lobectomy and open lobectomy. However, robotic lobectomy remains a challenge for surgeons because of the steep learning curve, reduced tactile sensation, difficulty in port placement, and challenges in cooperation between the surgeon and assistant. Many studies have reported on robotic lobectomy, but few have presented surgical techniques for robotic lobectomy. In this article, the surgical techniques and optimal performance of robotic lobectomy are described in detail for all 5 types of lobectomy for surgeons beginning with robotic lobectomy.

• Journal of The Korean Association of Information Education
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• v.20 no.4
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• pp.323-332
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• 2016

A robot's recognition and diagnosis of pronunciation and its speech are the most important interactions in RALL(Robot Assisted Language Learning). This study is to verify the effectiveness of robot TTS(Text to Sound) technology in assisting Korean English language learners to acquire a native-like accent by correcting the prosodic errors they commonly make. The child English language learners' F0 range and speaking rate in the 4th grade, a prosodic variable, will be measured and analyzed for any changes in accent. We compare whether robot with the currently available TTS technology appeared to be effective for the 4th graders and 1st graders who were not under the formal English learning with native speaker from the acoustic phonetic viewpoint. Two groups by repeating TTS of RALL responded to the speaking rate rather than F0 range.