• 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 Korean Library and Information Science Society
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• v.43 no.3
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• pp.291-312
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• 2012

The purpose of this study is to review the advanced researches of the library tour, to extract the educational properties of library tour, and to propose the pedagogical meanings of library tour by reinterpreting the library tour based on pedagogical theories and foundations. As the result of this study, the extracted educational properties of library tour are like these: experience, media, explanation, interpretation, interaction. The educational properties are extracted through the related theories and researches. The pedagogical foundations based on the educational properties of library tour are like these: 1) John Dewey's experience theory. 2) Dale & Dwyer's teaching & learning media theories. 3) Bruner's educational theory. It's expected that this study will help the education librarians to plan, develop, and implement the face to face or virtual library tour program based on the pedagogical foundations for the effective library education.

• Journal of Digital Convergence
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• v.11 no.1
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• pp.173-179
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• 2013

For this study, we conducted a survey targeting elementary school students to examine how the type of family communication shows differences in the children's use of media to draw up effective measures to use media. The result of study is that meaningful differences showed according to the time spent watching TV(F=6.719, p<.05) and using PC(F=7.713, p<.05) or cell phone(F=6.404, p<.05). The authoritative type pursuing obedience preferred entertainment programs and spent much time watching TV and preferred entertainment games when using a PC. The deliberating type pursuing conversations preferred educational and informative programs when watching TV and informative programs when using a PC. This study is meaningful in that it presents lessons learned to draw up measures for children to effectively use media based on the study results.

• 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 the Korea Contents Association
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• v.11 no.11
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• pp.514-520
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• 2011

Technological development, a diverse range of media adapting to new technology has been developing. Augmented Reality Technology provides realistic information through the stereoscopic 3D images and it has been riding a wave of learner interest as an educational media which can broaden their learning experience through direct operating activity. The biggest reason why the Augmented Reality has gained such attention is because of its unique way of suggesting learning information that unlike the existing educational media, the Augmented Reality provides additional digitalized information while its users are looking at the actual object. Based on the domestic and foreign cases of development for educational contents using the Augmented Reality Technology, this thesis suggests the utilization of Pop-up books and multi-augmented Digilog Books that are ways to maximize the educational effects of the Augmented Reality. Through the development of smartphone applications that are propagating lately at a rapid rate, users can now use the Augmented Reality educational contents in a way that is easier than ever.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.155-161
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• 2006

Robots evolve from tools to information media since they generates information by interacting with human. As studies on robot-aided education are still in a starting phase, attempts need to be made to use robots for educational purposes and to investigate the effects of the use. It was showed that robot-aided learning was friendlier than other media assisted learning, and especially effective for motivating children. We developed the prototype robot Jenny that can help teachers as a educational media in class(i.e. as a T.A. robot, it can present robot contents on its chest to screen and explain about it when teacher asks). is a schoolmate for 5th or 6th grade children or an elder schoolmate for the rest. We performed the field trial at an elementary school. We carried out 9 classes for three subjects(english, korean, music) with -students in $4th{\sim}5th$ grade. They thought Jenny who was 13 years old as an elder schoolmate in 6th grade. Also, a significant difference was found in the interest and concentration of experimental groups from controlled groups.

• Journal of Digital Convergence
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• v.20 no.4
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• pp.541-551
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• 2022

The purpose of this study is to propose implications that can be effectively applied to the educational field by exploring the intention to use of augmented reality-based educational contents for college students. To this end, a survey was conducted with college students, and confirmatory factor analysis, correlation analysis, reliability analysis, and path analysis were performed using the SPSS 21.0 program and the AMOS 21.0 program. The results of the study were presented as follows. First, individual innovativeness influenced positively on perceived ease of use, perceived usefulness, and perceived enjoyment. Second, social influence influenced positively on perceived ease of use, perceived usefulness, and perceived enjoyment. Third, perceived enjoyment influenced positively on perceived usefulness. Fourth, perceived ease of use influenced positively on perceived usefulness and perceived enjoyment. Fifth, except for perceived ease of use, perceived usefulness and perceived enjoyment influenced positively on intention to use.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.27-34
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• 2017

As information technology has been developed in a rapid way, a lot of users get to be familiar with social media. Accordingly, the possibility of social media for educational use has increased. From the view point of learning, social media help learners make communities of practice that can lead to collective intelligence. In this study, two different types of social media, synchronous and asynchronous, were compared in terms of usage patterns in the e-learning settings of college level. Content analysis has figured out four factors: learning content, tasks and assignments, emotional communications, and chatting. There found to be a statistical differences in the postings in all of the factors except tasks and assignments. In the qualitative interviews, the participants told various usage patterns of synchronous and asynchronous social media. In sum, the learners generally preferred synchronous social media. Rather, asynchronous social media were mainly used for deep thinking and summarizing. Last, suggestions were made to improve educational environments for the learners in the digital and social media age.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.283-290
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• 2023

This study investigates the influential factors on online word-of-mouth (eWOM) intentions towards educational tourist destinations, primarily focusing on Korean universities and Chinese tourists. It reveals a positive correlation between eWOM intentions and the desire to enroll in these institutions. The significance of eWOM for attracting Chinese students elucidates the importance of establishing a strong brand image and ensuring high levels of tourist satisfaction. Moreover, social media users who travel for education purposes were found to emphasize self-image consistency and conspicuous self-expression. This research underscores the utility of leveraging social media to enhance the perception of educational tourist attractions, promoting these destinations, and stimulating eWOM, thereby enriching the understanding of the strategic use of social media in international student recruitment.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.601-613
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• 2016

The purpose of this study is to present the mental model of young adolescents' media environment and the use and to provide several educational suggestions drawing on the revealed model. For this, the data were collected through 4 activities such as interview, picture drawings, word association experiment, and sentence completion task with ten 4-5th graders in elementary schools; they were qualitatively analyzed by 2 researchers. First, the meaning components driven by sentence completion task, word association experiment were totally 6 components: media device, connection(alienation), competence(provision), entertainment, adverse effects, ambilaterality. Second, the components of media mental model driven by pictures were 4 components: functions/competence, entertainment, conflict with paper books/sharing, harmfulness/ambilaterality. Third, the components from interview consisted of conflict between paper books and electronic media, communication-centeredness, fear(addiction) and users' qualification. Based on those results, careful examination in cyber talk, necessity of addiction prevention, active development of learning media and their balanced utilization with books, and healthful media literacy education and reinforcement of critical thinking were suggested.