초록 열기/닫기 버튼
본 연구의 목적은 유아교육기관에서 교사보조로봇을 사용하고 있는 유아들을 대상으로 로봇에 대한 정서와 교실 내 역할에 대한 인식이 사용시간에 따라 변화가 있는지 고찰하고자 하는 것이다. 이를 위해 유아 25명을 로봇 사용 후 1개월과 11개월이 경과한 시점에서 일대일 인터뷰를 실시하였다. 그 결과는 첫째, 로봇의 사용기간과 상관없이 유아들은 교사보조로봇에 대한 긍정적인 정서를 보였다. 둘째, 로봇의 교실 내 역할에 대한 중복응답결과 선생님으로 인식한 경우 사용기간과 상관없이 인식의 변화가 나타나지 않은 것에 비해 친구와 사물로 인식했던 유아에게서는 인식의 변화가 나타났다. 특히 사용기간이 길어짐에 따라 모든 유아가 로봇을 친구로서 인식하게 되었다. 셋째, 유아들은 로봇을 친절한 친구로 인식하고 있었으며 친구의 질에 있어서 애착, 자존심의 점수가 가장 높았다. 이러한 연구 결과는 로봇이 유아와 동반자적인 관계(companionship)를 맺을 수 있음을 시사하고 있다.
This study examines the changes over time in young children's emotion and role recognition of intelligent service robots in a kindergarten. The subjects, 25 young children, were interviewed during the first month (Time 1) and the eleventh month (Time 2) after they had used teacher assistive robots about for 10 months. Interview questionnaires were used to measure the children's emotional responses to the robot, their recognition of its role and the quality of friendship they possessed with the robot. The results are as follows: First, young children displayed positive emotional responses toward the teacher assistive robot in Time 1 and Time 2. Second, by Time 2, all of the children had come to consider the robot as a friend. Third, children recognized robot as a friend and used their interactions with it to increase their self-validation. The results imply the possibility that a teacher assistive robot has the capacity to build companionship with young children.
This study examines the changes over time in young children's emotion and role recognition of intelligent service robots in a kindergarten. The subjects, 25 young children, were interviewed during the first month (Time 1) and the eleventh month (Time 2) after they had used teacher assistive robots about for 10 months. Interview questionnaires were used to measure the children's emotional responses to the robot, their recognition of its role and the quality of friendship they possessed with the robot. The results are as follows: First, young children displayed positive emotional responses toward the teacher assistive robot in Time 1 and Time 2. Second, by Time 2, all of the children had come to consider the robot as a friend. Third, children recognized robot as a friend and used their interactions with it to increase their self-validation. The results imply the possibility that a teacher assistive robot has the capacity to build companionship with young children.
