교육매체로서의 로봇과 컴퓨터에 대한 발달장애아동의 인식 비교 = Compare of the Recognition of Children with Developmental Disabilities about Robot and Computer as an Educational Media

다국어 초록 (Multilingual Abstract)

This study was conducted to compare the differences between object recognition and reception abilities and to observe the interaction between children with developmental disabilities and educational media - robot and computer. As the subject of study, the children with developmental disabilities in the age group between 8 to 12 years old were selected by the special education teacher at H elementary school in O city, the final group of 10 children (5 male and 5 female students) for the study was chosen among the pre-selected after discussion between the researcher and special education teacher. Educational activities using robot and computer were done within alternating treatment design, and a total of ten sets were performed over the course of two months. The object recognition and reception abilities of the children with developmental disabilities were measured by questionnaire and the interactions were measured by event recording. T-test was used to study the difference between recognition of robot and computer. For visual analysis method, table and graph was used to study the reception abilities and interaction of the educational media - robot and computer. The following results were obtained by these processes. First, there were significant differences in object recognition between robot and computer and there were significant outcomes especially in the ‘group activities’ and ‘trust building’ areas. Second, for the reception of robot and computer, robot was more attractive to children than computer. Also, nine out of ten students in the classroom voted for ‘Engkey’. Third, the interaction between the children with developmental disabilities and educational media - robot and computer - showed the same pattern as object recognition in statistical analysis. Therefore, the robot can be recognized as a friend who establishes a trust relationship and performs activities with the children with developmental disabilities, which is confirmed by the children’s words and behaviors.

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