휴머노이드 로봇 활용 교육에 대한 인식 - 초등학교 학생 및 교사를 대상으로 -
Teachers and Students' Recognition about Learning with a Humanoid Robot in Elementary School
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This study aims to look into students' and teachers' recognition about learning with ahumanoid robot and seek for a policy implication for the direction of education using humanoid robot. To achieve this goal, a survey with elementary school students and teachers was used as the method ofanalysis. The main results are as follows: There was a difference in the recognition of the teachers andthe students regarding the most effective subject through the use of humanoid robot. While the studentsconsider Physical Education as the major subject, the teachers consider Science as the one. The studentsrecognize that the use of humanoid is most effective in helping their learning while the teachersrecognize that it is most effective in helping their teaching. As an expected positive effect, both of themchoose an increase in interest in learning as the main effect of the use of humanoid robot, but thestudents, unlike the teachers, consider the improvement of their academic achievement as its main effectas well. These results show differences in the recognition of the use of humanoid between the teachersand the students, and in addition, confirm the difference between them depending on their background.
Abstract
This study aims to look into students' and teachers' recognition about learning with ahumanoid robot and seek for a policy implication for the direction of education using humanoid robot. To achieve this goal, a survey with elementary school students and teachers was used as the method ofanalysis. The main results are as follows: There was a difference in the recognition of the teachers andthe students regarding the most effective subject through the use of humanoid robot. While the studentsconsider Physical Education as the major subject, the teachers consider Science as the one. The studentsrecognize that the use of humanoid is most effective in helping their learning while the teachersrecognize that it is most effective in helping their teaching. As an expected positive effect, both of themchoose an increase in interest in learning as the main effect of the use of humanoid robot, but thestudents, unlike the teachers, consider the improvement of their academic achievement as its main effectas well. These results show differences in the recognition of the use of humanoid between the teachersand the students, and in addition, confirm the difference between them depending on their background.
참고문헌 (17)
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