본 논문은 초등학교 교사들의 로봇활용교육 프로그램의 채택 또는 수용에 영향을 미치는 요인을 논의하는 데에 있다. 로봇교육활용 프로그램을 새로운 ICT와 같은 신기술로 보고, 이용의도에 있어 설명력이 높은 것으로 검증된 기술수용모형의 용이성과 유용성, 이용의도 간의 관계를 기본틀로 도입하고, 여기에 합리적 행동이론에서 행동에 큰 영향을 미치는 것으로 제시된 주관적 규범, 그 외 학생들의 수업에의 몰입유도 가능성, 상호작용성, 신기술에의 적응성, 교사 혁신성 등을 추가하여 연구가설을 구성하였다. 초등학교 교사 360명의 설문조사결과를 토대로 검증한 결과, 현직 교사들의 로봇활용교육의 이용의도에 영향을 미칠 것으로 판단된 유용성, 용이성, 주관적 규범 그리고 교사의 혁신성 등의 선행요인들은 모두 유의한 것으로 나타났으며, 몰입유도성, 상호작용성, 신기술에의 적응성 역시 유용성에 영향을 미치는 것으로 나타났다. 그 외 혁신성 역시 용이성에 유의한 영향을 미치는 것으로 나타나 모든 연구가설들이 유의한 것으로 판정되었다. 그 외 교사들의 로봇활용교육과 관련된 요구분석 결과와 관련교육의 확산을 위한 가이드라인도 간략히 제시하였다.
An educational robot has been recognized as an excellent tool for establishing Constructivist learning. These robots, in advanced forms, can be given certain characteristics, like agency and identity, that make them behave like living entities, challenging our ways of thinking to life and encouraging the development of new ways of creativity. The learning process can feed new thoughts into children on the relationship between life and technology, between subject-matter and its experimental toolset. The purpose of this study is to identify the determinants of intention to use robots in education. A survey methodology was used to investigate a proposed model of influence. The model was tested using responses from 360 elementary school teachers. Structural equation modeling was used to analyze the results. The hypothesized model was fully supported by this analysis, and the overall results indicate that intention to accept the robots in education is mostly influenced by innovativeness of teachers, usefulness, ease of use and subjective norms. Inducement of flow or enjoyment, interactions, ease of use and technological adaptability, in turn, influence perceptions of the usefulness of the robots in education. This research concludes that robots show great possibility and potential for educational environments that require new innovative ways of learning. For successful landing to educational field, various preparations should be set in advance such as program for teacher training, sample syllabi for robots in education, development of instructional materials and methods, and standardized hands-on toolkit, etc.
An educational robot has been recognized as an excellent tool for establishing Constructivist learning. These robots, in advanced forms, can be given certain characteristics, like agency and identity, that make them behave like living entities, challenging our ways of thinking to life and encouraging the development of new ways of creativity. The learning process can feed new thoughts into children on the relationship between life and technology, between subject-matter and its experimental toolset. The purpose of this study is to identify the determinants of intention to use robots in education. A survey methodology was used to investigate a proposed model of influence. The model was tested using responses from 360 elementary school teachers. Structural equation modeling was used to analyze the results. The hypothesized model was fully supported by this analysis, and the overall results indicate that intention to accept the robots in education is mostly influenced by innovativeness of teachers, usefulness, ease of use and subjective norms. Inducement of flow or enjoyment, interactions, ease of use and technological adaptability, in turn, influence perceptions of the usefulness of the robots in education. This research concludes that robots show great possibility and potential for educational environments that require new innovative ways of learning. For successful landing to educational field, various preparations should be set in advance such as program for teacher training, sample syllabi for robots in education, development of instructional materials and methods, and standardized hands-on toolkit, etc.
