Hyemin Yeon

Young Children`s Response to Technological Components in Dramatic Activities Relying on Robot Projector Based Augmented Reality

The purpose of this study was to investigate young children`s response to technological components in dramatic activities relying on robot projector based augmented reality. The participants of this study were 16 five-year-old children. Young children`s response to the technological components was collected by interviews asking 1) the level of understanding and interest in robot technology and 2) the level of understanding and interest in augmented reality technology. The result of this study showed that most of children playing the role of actors as well as audiences were likely to understand and get interested in the robot and augmented realty technology. This study would support the feasibility of employing the robot projector based augmented reality contents to dramatic activities in early childhood settings.

Usability of Augmented Reality Picture Book for Young Children

This study was conducted to evaluate the usability of augmented reality (AR) picture book for young children. The participants of this study were 17 five-year-olds attending to M kindergarten in Korea. The measurement of the usability was conducted by observation and interviews during and after children`s AR picture book reading 1) usability test score such as task completed that is, reading the AR picturebook successfully, 2) children`s behaviors in the process of reading the book, 3) children`s response to the questions asking the level of satisfaction with the AR picture book. The result of study showed that most of children could read the AR successfully adjusting the distance and angle of AR picture book to web-camera`s location. And children showed verbal and nonverbal expression such as surprise, joy, questions and frustration in reading the book. Children told that AR picture book is fun and easy to read. This study would provide the implications for the interface development and adult-child book reading of AR picture books.

Intelligence Robot Contents for Early Childhood Education Settings

The purpose of this research is to design and develop teacher assistant contents `My Class` for an intelligent robot iRobiQ, using in early childhood educational setting. After observing daily activities and correspondence role of teachers in educational settings, we selected the robots` target contents as 6 main functions (Attendance, Activity, Gallery, Learning, Role Calling, and Timer). We designed the contents according to the PLU (Player-Learner-User) model which suggests importance of entertainment, education, and enabling features to meet player, learner, and user requirements. We also considered `emotional` features to satisfy `companion` requirements. The developed contents in this study was deployed in kindergarten classrooms consisting of five-years-old for 4 weeks to see how they response and use the contents. We found that both teachers and children were likely to show positive responses to the contents. Especially, young children responded to the entertainment and emotional features more actively than to the other features. And they continually explored for something new inside the contents. Finally, this paper discusses what should be considered to develop more useful teacher assistant contents for iRobiQ.

Supporting augmented reality based children's play with pro-cam robot: three user perspectives

This paper shares the experiences from the application of AR using the pro-cam robot assistant to managing childrens play from three user perspectives, namely, the operator (teacher), the actors (children), and the audience (mainly children). First a preliminary expert survey was conducted to assess the expected benefits and any particular provisions needed both educationally and technically. Based on the expert survey, the original implementation was slightly modified, particularly for the robot control interface design for the teachers (e.g. to support easier multi-tasking). Finally, a formative evaluation and analysis was conducted to assess the educational effects to the children (both actors and audiences) and their attitudes when a pro-cam robot was used to run an AR based play, as compared to when a conventional approach was used. The study has found that robot-assisted AR based play showed improved learning effects, compared to the conventional play, in language and creativity and this is attributed to the operational flexibility, novelty, robotic mediation and capturing the attention of the children. The result was also made possible in part by designing an effective interface for the teachers to control the robots and manage the simultaneously occurring tasks.

Contents Analysis of Vocabulary Learning Game Application on Smart-Phone and Tablet PC for Young Children`s Language Learning

The purpose of this study was firstly, to evaluate the contents of vocabulary game applications for young children`s language learning. and secondly, to examine whether there is any differences between Korean and English word games in terms of the evaluation score. For this purpose, the word game applications in smart phone and tablet PC were analyzed, which included 30 Korean word games and another 30 English ones. The criteria to evaluate the contents were developed based on Children`s Software Evaluation Instrument developed by CTR, the multimedia evaluation standard by Hee Sook Park, Young Joo Lee, and mobile contents evaluation standard by Soo Ui Choi. As a result, the educational value got the highest score whereas the design characteristics area got the lowest score in the whole evaluation analysis. And English word game applications mostly got higher score than Korean versions. The result of this study would suggest the way to evaluate educational game applications in use and to contribute to developing educational game contents aimed at young children`s language learning.

Analysis of Research Trends in Early Childhood Character Education Using Picture Book

본 연구의 목적은 그림책을 활용한 유아 인성교육 연구의 동향을 분석하고자 하는 것이다. 분석대상은 국내 석사와 박사 학위논문과 한국연구재단의 등재 및 등재후보지에 수록된 그림책을 활용한 유아 인성교육 관련 논문 42편이다. 주요 연구 결과는 다음과 같다. 첫째, 그림책을 활용한 유아 인성교육 관련 논문은 2011년부터 발간되어 점차로 증가하는 추세에 있다. 둘째, 그림책을 활용한 유아 인성교육에서의 주 연구 대상은 만5세였고, 연구 주제와 연구 방법으로는 그림책을 읽고 다양한 교수 활동 및 방법을 진행함으로써 인성교육의 효과를 검증하는 양적연구가 가장 많았으며, 주로 유아의 사회 및 정서적 기능에 있어서 긍정적 역할을 한다고 밝히고 있었다. 그림책에 있어서는 인성교육의 덕목 중 배려가 포함된 그림책이, 인성교육을 위한 그림책의 장르로는 환상 그림책이 가장 많았다. 본 연구의 결과는 추후 그림책을 활용한 유아 인성교육의 연구가 어떠한 방향으로 이루어져야 하는지에 대한 방향성을 모색하는 기초 연구로서 그 의의가 있다고 하겠다.

Proceedings - VRCAI 2013: 12th ACM SIGGRAPH International Conference on Virtual-Reality Continuum and Its Applications in Industry

This paper shares the experiences from the application of AR using the pro-cam robot assistant to managing childrens play from three user perspectives, namely, the operator (teacher), the actors (children), and the audience (mainly children). First a preliminary expert survey was conducted to assess the expected benefits and any particular provisions needed both educationally and technically. Based on the expert survey, the original implementation was slightly modified, particularly for the robot control interface design for the teachers (e.g. to support easier multi-tasking). Finally, a formative evaluation and analysis was conducted to assess the educational effects to the children (both actors and audiences) and their attitudes when a pro-cam robot was used to run an AR based play, as compared to when a conventional approach was used. The study has found that robot-assisted AR based play showed improved learning effects, compared to the conventional play, in language and creativity and this is attributed to the operational flexibility, novelty, robotic mediation and capturing the attention of the children. The result was also made possible in part by designing an effective interface for the teachers to control the robots and manage the simultaneously occurring tasks.

Supporting augmented reality based children's play with pro-cam robot

This paper shares the experiences from the application of AR using the pro-cam robot assistant to managing childrens play from three user perspectives, namely, the operator (teacher), the actors (children), and the audience (mainly children). First a preliminary expert survey was conducted to assess the expected benefits and any particular provisions needed both educationally and technically. Based on the expert survey, the original implementation was slightly modified, particularly for the robot control interface design for the teachers (e.g. to support easier multi-tasking). Finally, a formative evaluation and analysis was conducted to assess the educational effects to the children (both actors and audiences) and their attitudes when a pro-cam robot was used to run an AR based play, as compared to when a conventional approach was used. The study has found that robot-assisted AR based play showed improved learning effects, compared to the conventional play, in language and creativity and this is attributed to the operational flexibility, novelty, robotic mediation and capturing the attention of the children. The result was also made possible in part by designing an effective interface for the teachers to control the robots and manage the simultaneously occurring tasks.

Young Children`s User Experience on Dramatic Activities Relying on Robot Projector Based Augmented Reality

The purpose of this study is to investigate young children`s user experience on three types of dramatic activity: traditional dramatic activities, dramatic activities relying on robot projector based augmented reality and creative dramatic activities relying on robot projector based augmented reality. Participants were 20 five-year-old children attending D kindergarten, in Seoul, Korea. They read 3 picture books, then did 3 types of dramatic activities in order. Participants were divided into 3 groups in each activity then they took a role as actors and audiences in order. After all dramatic activities had been done, participants had been interviewed regarding to user experience. The findings of this study are as follows; First, the most interesting dramatic activity for young children was creative dramatic activities relying on robot projector based augmented reality. On the other hand, the least interesting activity was traditional dramatic activities. Second, They answered it the easiest one for them the dramatic activities relying on robot projector based augmented reality, whereas the hardest one was the creative dramatic activities relying on robot projector based augmented reality. Thirdly, all the participants answered that it was not hard for them to use the technology embedded in dramatic activities relying on robot projector based augmented reality. They acknowledged the effects of augmented reality technology and the role of robot as well. The result of this study would suggest the feasibility of new technology promoting young children`s digital literacy.