본 연구는 온라인과 오프라인을 병행한 블렌디드 방식의 로봇교육활동이 아동의 학습동기와 학습 몰입에 미치는 효과를 확인하고자 하였다. 본 연구 대상은 대구시 달서구에 소재한 J 초등학교 방과후 학교에 다니는 3∼6학년 아동 70명으로 실험집단 33명, 통제집단 37명이었다. 실험처치 전 실험집단과 통제집단 간의 학습동기와 학습몰입 사전 검사 결과 유의미한 차이가 없는 것으로 나타났다. 본 연구는 블렌디드 로봇교육 활동의 구성, 예비조사, 교사훈련, 사전검사, 실험처치, 사후검사 순으로 진행되었다. 블렌디드 로봇교육의 온라인 교육은 8주간의 교육내용으로 동영상과 멀티미디어 중심으로 이루어졌으며, 오프라인 교육은 매주 40분씩 3차시 수업을 연속 강의로 해서 8주간 총 8회 24차시로 진행되었다. 본 연구 결과 블렌디드 로봇교육 활동이 아동의 학습동기와 학습동기 하위 변인 중 수업동기, 본질동기, 계속동기에 긍정적 효과를 미치는 것으로 나타났다. 또한 학습몰입과 학습몰입의 하위 변인인 인지적 몰입과 정의적 몰입 모두에서 긍정적 효과를 미치는 것으로 나타났다. 이 결과를 토대로 본 연구의 의미와 한계를 제시하고, 놀이를 통한 로봇교육, 로봇교육에 있어서의 다양한 학습 전략과 방법, 블렌디드 로봇교육을 통한 아동의 몰입의 과정에 대한 질적 연구들을 제안하였다.

This research aims to figure out the effectiveness of learning motivation and immersion of children which were activated by voluntary and active learning activities of learners. And it focuses on robot education and experience in cyber space which awakes children's attention, interest and desire. For the research, after-school robot education was blended with customary offline robot education developing into an online robot education program which was experimented to the children and researched how effective this program to the learning motivation and immersion of children. The blended robot education program developed for this study consists of assembling activities in cyber space with online connection as well as customary offline robot toy education. Online 2D, 3D robot education contents developed for this study were experimented to the 80 elementary school students aged from 3rd to 6th class in the after-school education. This J school, situated in Janggi-dong, Dalseo-gu, Daegu City, was chosen with consent of the teachers. 33 Students were selected as experiment group and the other 37 as control group. Students were asked how learning motivation and immersion were effected and analysed through quetionnaires. To examine the group difference in the result of dependent variables, t-test was executed. As a result, there's significant difference in post-test of leaning motivation between experiment group and control group. According to dependent variables of learning immersion, such as cognitive immersion and affective immersion, which analysed the result of experiment group and control group, there was meaningful difference in cognitive immersion as well as in affective immersion. Based by these results, we suggested the importance of robot education through play, diverse learning strategy and method, qualitative research of children's immersion through blended robot education.

This research aims to figure out the effectiveness of learning motivation and immersion of children which were activated by voluntary and active learning activities of learners. And it focuses on robot education and experience in cyber space which awakes children's attention, interest and desire. For the research, after-school robot education was blended with customary offline robot education developing into an online robot education program which was experimented to the children and researched how effective this program to the learning motivation and immersion of children. The blended robot education program developed for this study consists of assembling activities in cyber space with online connection as well as customary offline robot toy education. Online 2D, 3D robot education contents developed for this study were experimented to the 80 elementary school students aged from 3rd to 6th class in the after-school education. This J school, situated in Janggi-dong, Dalseo-gu, Daegu City, was chosen with consent of the teachers. 33 Students were selected as experiment group and the other 37 as control group. Students were asked how learning motivation and immersion were effected and analysed through quetionnaires. To examine the group difference in the result of dependent variables, t-test was executed. As a result, there's significant difference in post-test of leaning motivation between experiment group and control group. According to dependent variables of learning immersion, such as cognitive immersion and affective immersion, which analysed the result of experiment group and control group, there was meaningful difference in cognitive immersion as well as in affective immersion. Based by these results, we suggested the importance of robot education through play, diverse learning strategy and method, qualitative research of children's immersion through blended robot education.

robot education, blended education, learning motivation, learning immersion, after-school education