유아와 아동을 위한 로봇 관련 최근 국내 연구의 경향 및 R-러닝 효과의 메타분석

Recent Trends in R-Learning Research in Korea and its Effects on Preschool and Elementary School Children

This study analyzed the recent trends in research involving the effects of robots and robot learning(R-learning) on preschool and elementary school children in Korea from 2013 to 2015. One hundred and twenty-three research studies published in accredited and candidate journals of the Korea Citation Index were analyzed using frequency analyses. A meta-analysis was used for the statistical analysis of 16 studies. The number of studies on R-learning was much higher during the period of 2013-2015 compared to previous years. And most of them were published in the academic areas of early childhood education and elementary school education. The results of this study showed that teachers were the most frequent participants in the research, and experimental research designs, data collection methods using tests, and statistical descriptive analyses were the most frequently used research methods. A research contents analysis showed that the characteristics of the variables mostly involved “education” and “development and learning psychology.” Humanoid and autonomous navigating robots were most often used as educational materials, and centered on consilience and robot-based integration in most of the research. The first result of the meta-analysis showed that R-learning has a significant effect on learning. The second result showed that R-learning effects had significant differences depending on the objects, methods, execution time and number of sessions, number of participants, and dependent variables involved. The implications of the findings were discussed.