YoungJun Lee, Kyoung Kim, HeonChang Yu

Woong Lim, Bokyung Kye, BeomSeock Ko

1. Introduction

The development of information communication technology is leading to a change in the education environment. Due to the advent of a ubiquitous technological environment and the development of an intelligent robotics industry, the intelligent robot is becoming a new educational medium that is suitable for the future learning environment. Converged with the network, the intelligent robot provides education services that meet the learner's requests anytime, anywhere. Therefore, the quality of an education service is enhanced, compared with existing education services that are offered through a general computer environment. That is, an intelligent robot plays the roles of both a human teacher and a friend, due to its humanoid appearance, self-judgment and direct interaction. Also, an intelligent robot provides movable, customized learning services by moving autonomously through its perception of the environment. Therefore, we need to seek a practical use for this robot in public education and plan an educational programme using this robot in a ubiquitous technological environment.

For these purposes, in this research we analysed the status and educational use of the educational robot and deduced implications for current education. Then we conducted a survey of students, parents and teachers, and we found their levels of perception about the educational use of the robot, and analysed their needs. Based on the results of the survey, we deduced various and appropriate functions of the robot for educational use and developed service models and service scenarios on the basis of each function. Also, we developed the short-term, mid-term and long-term road map of educational functions using the robot according to the robotics technology. Finally, we surveyed the learners' satisfaction after the class using the educational robot in u-class.

2. Analysis of the Status of the Educational Robot

Through reviewing literatures and previous researches, we identified the definition and scope of the educational robot, the difference between general computers and robots and the characteristics of new media for education. We analysed the status of intelligent robots and their educational use at home and abroad, and checked the educational contents of educational robots. Also, we examined the direction of progress and the vision of an intelligent robotics industry that includes an educational robot.

2.1. The Educational Robot

2.1.1. Definition

The term 'robot' is derived from a Czech word 'robota' meaning 'forced labour' and the term 'industrial robot' was used for the first time in 1960. Thereafter, the use of industrial robots spread since the American Car Company used a machine arm that is controlled by a program.

In terms of the traditional concept, a robot is a machine that works repeatedly instead of a human or works an automatically predefined program to improve productivity, efficiency and safety. However, the modern concept of a robot is changing into the intelligent robot that provides various services, anytime, anywhere, by combining with a network because of the popularization of the Internet, the technical improvements in the robotics industry, and the change in the social paradigm. So, the modern robot is the machine that meets the demands of the user anytime, anywhere, by recognizing the external environment and using self-control: namely, the intelligent robot.

An intelligent robot is one of the "Top 9 Growth Engines of Korea IT" of the IT839 strategy that has been progressing since 2004 in the Ministry of Information and Communications, and the key technologies of an intelligent robot include manipulation/control technology, autonomous navigation technology, sensor/actuator technology, software and hardware platform technology and system integration technology.

In conclusion, a robot is an electrical and electronic machine that has a humanoid appearance and mechanism, moves itself, controls itself autonomously, judges with artificial intelligence and interacts with humans.

2.1.2. Scope and Classification

An intelligent robot can be used in specific fields, including business, industry and public services, to offer specific services.

There are four types of intelligent robot classified by the Ministry of Commerce, Industry and Energy: personal service robots which provide services around the house, professional service robots which provide services in a business or other public environment, industrial robots which are already widely used by industry, and networked robots which are controlled through a network. Educational robots, as well as cleaning robots, guarding robots and entertainment robots, belong to the category of personal service robots.

2.1.3. Differences from General Computers

There are differences between intelligent robots and general computers because the intelligent robot has complicated and dynamic characteristics and acts in a changing world. The differences are as follows.

A general computer has a form of typical desktop, while the robot has a humanoid appearance. A general computer is controlled by a person directly using programmed code, while the robot controls itself autonomously and recognizes the environment by itself. Usually, in a computer environment, a human interacts with a single computer system. In a robotic environment, a human can interact with several robots. A computer is fixed or portable, but the robot can move around autonomously by recognizing the environment and using various sensors. A computer mainly recognizes the image or voice, but the robot can make use of the five senses. Also, the robot can move to the position that learners want to move to, and can provide face-to-face learning environments in which the robot acts as the human teacher and friend.

2.1.4. Characteristics as an Educational Medium

The educational robot is a robot that adds on educational contents to the fundamental functions of a general robot and improves the effectiveness of learning through human-friendly interaction with learners. Compared with typical computers, the difference is as follows: through mobile, human-friendly interaction and cognition, the educational robot provides an advanced environment for study at the location and at the time that the learner wants.

A robot for education has to have an appearance which makes a favourable and familiar impression, have a user-friendly interface and recognize the learner through image recognition or speech recognition. Also, the educational robot has to have educational contents suitable for the school level of the individual learner, move autonomously to the position that the learner wants and avoid obstacles using sensors. Moreover, the educational robot has to be able to function well without a human's control, support interactions with learners directly, present the educational contents effectively and improve the effectiveness of learning. On top of that, the educational robot must be able to upload and download the educational data through the Internet autonomously, update the educational data periodically and be controlled remotely by the learner. Finally, the educational robot must be cost-effective.

2.2. Status of the Educational Robot

The educational robot can be categorized into two types: one is a robot as a learning tool that understands the principle of computer science by constructing it, the other is a robot as an educational medium that mediates effectively between the learner and learning contents using its various functions. So far, the robot as a learning tool has been widely used, but recently the robot as an educational medium has become possible due to the development of the intelligent robot. In particular, Korea is the world¡¯s first country that has applied the educational robot to public education.

The robot included in this research is the robot that can move around autonomously, interact with students and offer educational contents to students. We researched the educational use of this robot.

2.2.1. Various Educational Robots

There are various educational robots, such as YUJINROBOT¡¯s 'iRobi Q', Hanool Robotics¡¯s ¡®TIRO¡¯, HanulKid's ¡®MentoRo', DasaRobot's 'Dooly Robot' and INNOmetal IZIrobot's 'CUBO' on the domestic market, and Honda¡¯s 'ASIMO' and Sony's 'QRIO' on the foreign market.

2.2.2. Educational Use of the Robot

In Korea, since the mid 1990s, the use of robots for education has begun with the advent of robot kits, which were mainly used as learning tools using constructing and programming languages. Due to the International Robot Olympiad and Youth Science Competition, the use of the robot for education is spreading, but that is utilization of the robot as a learning tool so this kind of utilization is out of the scope of this work.

The use of the robot for education leaning toward learning tools is changing to the educational medium due to the development of the home robot to offer e-learning contents in thee-learning industry.

Examples of the use of the robot for education in Korea include an experiment testing the differences between when the educational robot 'iRobi Q' is applied to an English class and when the existing media (e.g. textbook with audio tape and WBI) is applied to that class, the demonstration of the educational robot in a primary school to assist the teacher and monitor learning progress, and the provision of education services using the 'URC (Ubiquitous Robotic Companion) robot' at home and kindergarten of the Ministry of Information and Communications.

In foreign countries, there are some examples of the use of the robot for education. That includes research on interaction between humans and robots, the provision of an education service using robots to help students' learning at a hospital in the US, the utilization of the educational  robot named 'Robovie' in an English elementary school class, the utilization of the educational robot named 'ASIMO' to help understand science in Japan, and the utilization of the educational robot named 'Recycler' to educate on waste recycling in the UK.

2.2.3. Contents of Educational Robots

Among companies manufacturing robots, robot?human interfaces are different and educational contents are independent in terms of form or substance so that they are not compatible with each other. Also, most of the contents lean toward English education, spoken fairy tales and games.

The Ministry of Information and Communications is providing educational contents for educational robots, namely the 'URC robot'. The educational contents consist of the 'OID education' that uses an OID pen for English and word study, the 'Spoken Fairy Tales' that service traditional fairy tales and world classic fairy tales, the 'Word Train/TRR' that services English words for preschool and elementary school students, the ¡®Sing Along¡¯ that listens to and sings along to an English song with an exciting rhythm and lyrics, and the 'Aha! I got it!' that provides a quiz taking the form of riddles. These contents are included in DasaRobot's 'Dooly Robot' and distributed to kindergartens.

The YUJINROBOT¡¯s 'iRobi Q' has several educational contents such as curriculums of early childhood education, spoken fairy tales, song and rhythmic movement, encyclopedia, and Korean and English Studying. The HanulKid's ¡®MentoRo' offers educational programmes such as 'up-brain logic calculation for mathematics' and 'studying for reading and essay tests'. Montessori Korea offers the early childhood education programmes such as language and essay tests, spoken fairy tales, rhythmic movements and nursery rhyme, English fairy tales, encyclopedia and additional educational programmes such as teacher assistance, video messenger and remote monitoring.

2.2.4. Education and the Robotics Industry

The market for service robots in Korea has been growing rapidly since 2005. People estimate that the market in Korea will grow to 10% of the world market and all homes will have one robot by 2020. Robot technology has been developed by small companies, but major companies have been investing since 2000. Now various companies, including SamSung Electronics, LG Electronics, Hanool Robotics, YUJINROBOT and Woori Technology are developing or have developed home robots, such as cleaning robots, public service robots and educational robots.

The Ministry of Commerce, Industry and Energy proposed eight detailed plans for short-term increments of the needs for intelligent robots to activate the market for intelligent robots. One of them is the 'plan for the creation of short-term needs for the educational robot', which is designed to lead to the creation of a market for educational robots for primary and secondary school students.

2.3. Vision of the Intelligent Robotics Industry

The vision of the intelligent robotics industry, including educational robots, looks bright because of the growth of the world's robot market and the development of various service robots. Foreign countries such as Japan, the US, Germany, EU countries, China and Taiwan are researching the robot. The robotics industry of Korea has turned to the service robot away from the industrial robot, led by major companies since 2000.

The Ministry of Commerce, Industry and Energy and the Ministry of Information and Communications set the three-step goals for taking a leap to three leading countries in the intelligent robotics industry and proposed the vision. The three-step goals are 'the Robot that we want to buy (2004~2007)', 'the Robot that would help people (2008~2010)' and 'the robot that will be a companion (2011~2013)' and the vision is to become one of the three leading countries and control 15 per cent of the world market by 2013.

3. Stakeholders' perception and Needs Analysis on the Educational Use of Robots

3.1. Overview of Survey

3.1.1. Purpose

The purpose of this survey is to investigate the possibility of robot-aided education and to suggest proper functionalities as new an educational medium. To achieve these objectives, we carried out a survey on the perceptions and needs for the intelligent robot from related teachers, parents and students.

3.1.2. Participants and Methods

A survey of teachers, parents and students from 10 middle schools and 10 elementary schools nationwide was executed. A total of 1528 people, consisting of 367 teachers, 530 parents and 631 students, answered questions. Data from the answers were analysed regarding what was the biggest demand for robot functionalities through frequency analysis and the differences in demand for functionalities by users through crossing analysis.

3.1.3. Scope and Contents

The questionnaire was divided into two areas. The first area is to investigate the end users¡¯ perception levels of the educational use of robots; we surveyed opinions about the robot¡¯s role as a teacher, a friend and a teaching and learning tool and about the need to introduce curriculum items about the intelligent robot and robotics industry.

The second area is to find out about consumers¡¯ demand for functionalities of educational robots; we surveyed needs for the educational robot¡¯s type, gender, size, movement method and essential functionalities.

Specific questions are as follows:

 

Table 1. Specific Questions in the Survey about Educational Robots

Contents			Participants
			S	T	P	ST	SP
Perceptions	General	The robot as a tutor	¡Û	¡Û	¡Û	¡Û	¡Û
		The robot as a friend/peer of the student	¡Û	¡Û	¡Û	¡Û	¡Û
		The robot as a teaching and learning tool	¡Û	¡Û	¡Û	¡Û	¡Û
		The necessity for robot-aided education	¡Û	¡Û	¡Û
	Educational	The cognitive effects of robot-aided education	¡Û	¡Û	¡Û	¡Û	¡Û
		The affective effects of robot-aided education	¡Û	¡Û	¡Û	¡Û	¡Û
		The teacher convenience of the educational robot	¡Û	¡Û	¡Û	¡Û	¡Û
		The student convenience of the educational robot	¡Û	¡Û	¡Û	¡Û	¡Û
		The safety of the educational robot	¡Û	¡Û	¡Û	¡Û	¡Û
Needs	General Functions	The type of the educational robot	¡Û	¡Û	¡Û	¡Û	¡Û
		The gender of the educational robot	¡Û	¡Û	¡Û	¡Û	¡Û
		The material of the educational robot	¡Û	¡Û	¡Û	¡Û	¡Û
		The size of the educational robot	¡Û	¡Û	¡Û	¡Û	¡Û
		The necessary features of the educational robot	¡Û	¡Û	¡Û	¡Û	¡Û
		The moving method of the educational robot	¡Û	¡Û	¡Û	¡Û	¡Û
		The recognition function of the educational robot	¡Û	¡Û	¡Û	¡Û	¡Û
		The intelligence of the educational robot	¡Û	¡Û	¡Û	¡Û	¡Û
	Educational Functions	Teaching assistant functionality	¡Û	¡Û	¡Û
		The functionality as a tutor	¡Û	¡Û	¡Û
		The functionality as a friend	¡Û	¡Û	¡Û
		Playful learning support	¡Û	¡Û	¡Û
		Life administration support	¡Û	¡Û	¡Û
		Special education support				¡Û	¡Û
		Provides support a mentally retarded child				¡Û	¡Û
		Provides support a blind child				¡Û	¡Û
		Provides support a deaf child				¡Û	¡Û
		Provides support a handicapped child				¡Û	¡Û
Background		Gender/Grade	¡Û	¡Û	¡Û	¡Û	¡Û
		Region	¡Û	¡Û	¡Û	¡Û	¡Û
		A school/A career/A subject		¡Û		¡Û
S: Students, T: Teachers, P: Parents,   ST: Special Education Teachers, SP: Parents who have a handicapped child

3.2. Results

3.2.1. The Survey of Perceptions about the Educational Use of Robots

3.2.1.1. General Perceptions about the Educational Use of Robots

We investigated the perception levels of the robot as a teacher, friend, and teaching and learning assistance tool to get general opinions about educational intelligent robots.

The result showed that people agreed with using a robot as ¡®a friend¡¯ (43.3%) and as ¡®a teaching learning tool¡¯ (68.2%), but have negative perceptions about using a robot as ¡®a teacher¡¯ (50.2%).

Especially, in the case of the teachers' group, the negative perception (67.6%) was higher than that of the other groups.

The question of whether a school should have a regular course for robotics showed a positive response (49.4%). The positive perception was high in the case of students (57.2%) and parents (50.2%), but in the case of teachers (33.2%) it was lower by comparison. Conclusively, we found that young students' views are very positive, but teachers have sceptical views.

3.2.1.2. Perceptions about the Educational Effects of Using Robots

We surveyed the perception of efficiency of the academic achievement level and the motivation of the learner, convenience and safety. The result showed that the positive views in all sections were high, and especially the positive views about ¡®the affective effects¡¯ (51.2%) and ¡®the convenience¡¯ for teachers (62.1%) and students (54.6%) were high. On the contrary, the positive perception about ¡®the cognitive effects¡¯ (38.9%) and ¡®the safety¡¯ (38.0%) were lower than other items. We found that most people agree that the educational usage of robots is effective for the motivation of learners and the convenience of teachers, but they have sceptical opinions regarding safety and the study completion level.

3.2.2. The Survey of Demand for Functionalities of Educational Robots

3.2.2.1. Needs for General Functions of Robots

We surveyed the demand of users for the essential functionalities of robots: the result showed that ¡®humanoid type¡¯ (49.5%) was the highest response and, in the case of gender, ¡®neutral gender¡¯ had a high record (46.2%). Especially, if comparing the preference for male and female with each other, it showed the preference for female was higher.

Also, in the case of the material of the robot, 'the material similar to people¡¯s skin' (60.3%) was the highest response and, in the case of transfer means, people want robots to walk on two legs (59.5%).

In the case of the size of the robot, the preference for about 'a child's height' was highest (49.8%) but opposite opinions among groups appeared: teachers and parents prefer 'child's height' on the contrary, students prefer 'adult size'.

Teachers and parents chose the 'safety' as the most important feature of the educational robot but students chose 'easy interface' function for interaction of the robot with the environment.

Also, they chose 'emotion recognition' function (42.2%) and 'visual recognition' function (34.3%) as the most important functionality of the educational robot. Parents and students rather than teachers prefer the 'emotion recognition' function. Finally, in the case of intelligent function as an educational robot, the most important intelligence is 'cognitive judgment' (43.4%) but students chose more 'self control' (36.5%) than 'cognitive judgment' (28.7%).

3.2.2.2. Needs for Educational Functions of Robots

To investigate functions that are required for the educational use of a robot, we investigated a teaching assistance function, teacher role function, friend role function, playful learning support function and life administration support function.

Also, we investigated special education teachers' and parents' opinions about educational robot functions for special education support and necessary functions with regard to the characteristics of a handicapped child.

The results showed that they request strongly 'teaching assistance' (62.2%), 'friend role' (40.5%), 'playful learning supports' (57.7%) and 'life administration support' function (41.0%), but they have a negative opinion about the 'teacher role' function (51.9%).

This is in agreement with the findings of the perception survey about educational robot use it means that they have recognized that it is impossible, and is not that unnecessary, that a robot achieves the teacher's role.

We found that the requested function of special education support is the 'friend function', 'classroom and health administration', and 'teaching and learning assistance' function.

Special education teachers and parents rate functions of the robot highly for the 'transfer and safety supervision' function, 'urgency situation alarm' function, 'communication support' function, 'a child position inform' function as well as functions of the robot which support a mentally retarded child, a blind child or a deaf child.

4. Service Models and Optimal Functionality for the Educational Use of the Robot

4.1. The Criteria for the Development of Service Models

Education service targets through the intelligent robot were chosen by primary and middle school students, teachers and parents, and service areas divided by activity for teaching and learning support, educational guidance support and special education support.

In the case of a teaching and learning support service model, we reduced the subject-dependent functions but composed subject-independent functions. Moreover, to enhance the fun and learning elements, we presented a service model to support playful learning, reflecting the high requirement of students.

In the case of the educational guidance support service model, we presented a model for class management and educational guidance and consultation, and a classroom and health administration support service considering technological characteristics of the intelligent robot and user requirements.

In the case of the special education support service model, we presented it divided into a teaching and learning support function and an educational guidance support function according to the particular child's individuality.

To set the criterion for the development of the service model, we established three elements, which are the effects of robot-aided education, the needs of users and application adaptation.

We considered cognitive effects and affective effects together for robot-aided education. The cognitive effect means to enhance the academic achievement, problem-solving ability and creativity. The affective effect means to enhance motivation and flow experiences.

4.2. Optimal Function and Role for the Educational Use of the Robot

First, we typified the optimum function and role for the service model development for the educational use of an intelligent robot.

These functions are divided into teaching and learning support, educational guidance support and special education support functions.

The teaching and learning support functions have language learning assistance, instruction process demonstration and supervision, subject administration, collaborative team activity assistance, remote education attendance support and playful learning support service etc.

The educational guidance support function is divided by class operation, educational guidance and counselling, classroom and health management function etc., and the special education support function is divided into the teaching and learning assistance function and educational guidance support function according to the specific child's individuality.

 

Table 2. Educational Robots Functions

Functions		Details
Teaching and learning support	Language learning support	Information and data search support Speaking, reading, writing and listening support Role-playing learning support
	Instruction demonstration	Instruction process guidance A subject demonstration
	Subject management	Subjects¡¯ notice and search support Subjects¡¯demonstration and data search support Portfolio share support Subjects¡¯ assessment
	Instruction management	Instruction process guidance Learner attitude monitoring Learning history management Recording and real-time forwarding class situation Learning activity monitoring Learner concentration monitoring Learning environment optimization support To control the learner¡¯s methods of using a computer
	Remote education attendance support	Lesson playing and attendance support Video-conference support Digital literacy education support E-book and data search support Remote collaborative learning support
	Collaborative team activity assistance	Team composition support Team activity guidance Learning material search support Learner-to-learner interaction support Learning activity share support Demonstration and timer function support Presentation student or team choice function Team activity assessment
	Playful learning assistance	Provide various learning games Take a picture and record a movie Learner-to-robot interactive play
Educational guidance support	Class operation	Notice and guide Guide guests (parents) to the classroom Learning materials¡¯and subjects¡¯ management Record of students¡¯attendance and school events
	Educational guidance and counselling	Silence education in the classroom Prevent students speaking abusive language Manners education Parents and students counselling support
	Classroom and health management	Clean the classroom Security management of the classroom Health care support (meals, sterilization etc.) Emergency situation treatment
Special education support	Teaching and learning assistance	Simulation and demonstration Data search assistance for special children Teaching assistance for special children Playful learning support for special children Provide tailored learning contents for special children
	Educational guidance	Attending school and moving assistance for handicapped children Clean the classroom of special children Role as a pet for special children Communication assistance forspecial children Health care and emergency treatment

4.3. Service Models and Scenarios for the Educational Use of a Robot

We developed service models and detailed service scenarios on the basis of the educational functions of robots that were drawn from the survey results about user perceptions and needs.

Service models consisted of a teaching and learning support service, an educational guidance support service and a special education support service for handicapped children.

We presented the teaching and learning support service model with detailed service scenarios and functions. It is divided into seven models: instruction process demonstration service, subjects¡¯ management service, instruction management service for teacher-directed activity, language learning assistance service, remote education attendance assistance service, team activities support service and playful learning support service for student-directed activity.

Also, we presented an educational guidance support service model with scenarios and functions. It consisted of three detailed models: a class administration service, educational guidance and counselling service, and a classroom management and health care service model.

In the case of the service model for special educational assistance, we presented two detailed models with related scenarios and functions: teaching and learning support service and educational guidance support service.

5. Road map for the Robot's Functions

We deduced a road map for the robot's functions according to the service models in order to propose the educational use of the intelligent robot. The functions defined to develop the service models include the teaching and learning support function, the guidance and counselling support function and the special education support function. Therefore, we proposed a road map for the detailed functions of the educational robot.

The teaching and learning support function is divided into the class demonstration service, report management service, class management service, language learning service, remote class attendance service, group activity service and educational play service. These services can provide any other type of advanced service according to the level of technologies. The guidance and counselling support function is divided into the class management service, guidance and counselling service, classroom management service and health care service. The special education support function is divided into the teaching and learning service and the guidance and counselling service customized to exceptional learners.

We classified the prospects of the development of the robot's functions into three steps: the first step (short-term prospects), the second step (mid-term prospects) and the third step (long-term prospects).

The first step (short-term prospects) includes functions based on key words and natural languages, and uses speech recognition, image recognition, location recognition and input/output technology etc. The second step (mid-term prospects) includes functions based on customization to individual learners, and uses natural languages, interaction and intelligent technology etc. In this step, a variety of technologies, including natural language-based conversation, customized knowledge learning, knowledge analysis, environment recognition, context-awareness based monitoring, biometrics, interface using five senses etc., will be developed or improved. The third step (long-term prospects) includes functions based on interaction and intelligent technology to represent the educational contents and search the information of learning in order to meet the needs of the learner. In this step, various technologies, including user intention recognition, evolution learning, context-aware control, and interaction-based technology, will be developed. All kinds of functions required for the educational robot will be satisfied in this step.

6. Case Study of Robot Aided Instruction

6.1. The Summary of the Case Study

6.1.1. The Purpose of this Research

We surveyed the reactions and the satisfaction levels regarding a robot aided instruction with the students and the teacher after all classes.

6.1.2. The Objects and the Methods of this Research

Twenty children of the 4th or 5th level participated in a robot aided instruction every day for two hours from 7th to 10th January 2008. There were two teachers, who used the 'Dooly' robot as a classroom helpful assistant in u-class.

Figure 1. The Scenes of the Robot Aided Instruction

6.1.3. The Contents of this Research

The questionnaires are consisted of questions that were related to the perception and the satisfaction levels of the robot aided instruction in order to discover the students' and the teachers' satisfaction levels.

There were two types of questionnaire. The first was related to perception, to survey the effect of the lesson and the functions of the robot after all the lessons. The others, concerning the satisfaction level of the lesson, were composed in relation to the satisfaction level of the general functions of the robot, the educational functions of the robot and the effect of the robot on study.

 

Table 3. Specific Questions for the Investigation Satisfaction Level

Areas	Contents	Variables	No. of Question
Perceptions of robot aided instruction	Effects on Study	Emotional Effects	A1
		Cognitive Effects	A2
	Functions	General Functions	A3
		Educational Functions	A4
Satisfaction Levels of robot aided instruction	General Functions	Type of Robot	B10
		Size of Robot	B11
		Gender of Robot	B12*
	Educational Functions	Classroom Assistant Function	B5, B13
		Teacher Role Function	B6, B7, B14, B15, B16
		Friend Role Function	B8, B9
	Effects on Study	Emotional Effects	B1
		Cognitive Effects	B2*, B3, B4
General Backgrounds		Grade
		Gender
* reverse operation

6.2. The Results of this Research

6.2.1. The Perception Levels of the robot aided instruction

6.2.1.1. The Perception of the Effect of the robot aided instruction

First of all, we researched a function of the robot to give some interest to the students among all its functions, to find an emotional function of the robot. We found that the students preferred the touch function to react to them. It is said that the interactional function between a robot and a student has some positive effects on emotional areas. With respect to the cognitive function, the voice function to guide the contents was the best. The function to react to the teachers¡¯ and the students¡¯direction was the second. It is thought that the robot in a helpful assistant role like a teacher was helpful for the students¡¯ studying.

6.2.1.2. The Perceptions about the Function of the Robot

The students preferred the entertainment functions, such as playing a game and singing a song, as their favourite activity. On the other hand, the most important function which the students chose was to explain and to guide the contents to study. The web-search function on the Internet was the second, and the entertainment functions were the third. With regard to these results, it is thought that the students perceived that the functions for the robot to guide the contents to study and to service the entertainments such as playing games and singing songs are useful to study.

6.2.1.3. The Satisfaction Levels about the Robot-used Class

With regard to the questionnaires surveying the students¡¯ satisfaction level, there are three types of question: the satisfaction level about a general function, an educational function and the effect of the robot on study. We surveyed the satisfaction levels about the type, size and gender of the robot as a general function of a robot. On the other hand, with regard to the educational function of a robot, we surveyed the satisfaction level about the functions of a helpful assistant, a teacher and a friend role. We also surveyed the emotional effects and the cognitive effects concerning the effect on study.

The whole satisfaction level showed M=3.35 as a whole mean. This may be a seriously positive level. However, with respect to the gender of the ¡®Dooly¡¯ robot, which has a female voice, the satisfaction level achieved M=2.53 out of 4.0, which was just a normal level. The satisfaction level about the educational functions showed M=3.61, which was the best. The satisfaction level about the effect on study was also high, as M=3.59. On the other hand, the satisfaction level about the general functions such as the size or gender was M=3.07. Even though this was more than the normal level, it was less than the others.

We executed the MANOVA to analyse the difference between these satisfaction levels. The result showed the difference regarding the gender. The males¡¯ satisfaction level was significantly more than the females¡¯ and the males¡¯ satisfaction level about educational functions, in particular, was significantly more than the females'.

 

Table 4. The Results of survey on the Satisfaction level

Areas	Contents	No.	N	Range	Min	Max	Sum	Average	Standard Error of Mean	Standard Deviation of Mean
General Functions	Robot Type	B10	15	2	2	4	54	3.60	.190	.737
	Robot Size	B11	15	3	1	4	46	3.07	.267	1.033
	Robot Gender	B12	15	3	1	4	38	2.53	.322	1.246
	Satisfaction Level		15	2.7	1.3	4	46	3.07	.198	.768
Educational Functions	Teaching Assistant	B5	15	1	3	4	54	3.60	.131	.507
		B13	15	3	1	4	54	3.60	.214	.828
		total	15	1.5	2.5	4	54	3.60	.131	.507
	Teacher Role	B6	15	3	1	4	46	3.07	.267	1.033
		B7	15	2	2	4	49	3.27	.206	.799
		B14	15	1	3	4	53	3.53	.133	.516
		B15	15	2	2	4	53	3.53	.192	.743
		B16	15	1	3	4	57	3.80	.107	.414
		total	15	1.4	2.6	4	51.6	3.44	.120	.467
	Friend Role	B8	15	1	3	4	56	3.73	.118	.458
		B9	15	1	3	4	58	3.87	.091	.352
		total	15	.5	3.5	4	57	3.80	.065	.254
	Satisfaction Level		15	1	3.0	4	54.2	3.61	.077	.296
Effect on Study	Affective Effect	B1	15	1	3	4	58	3.87	.091	.352<