Abstract
The purpose of this study is to examine the appropriateness and effectiveness of the assistive use of robot projector based augmented reality (AR) to children's dramatic activity. A system that employ a mobile robot mounted with a projector-camera is used to help manage children's dramatic activity by projecting backdrops and creating a synthetic video imagery, where e.g. children's faces is replaced with graphic characters. In this Delphi based study, a panel consist of 33 professionals include 11children education experts (college professors majoring in early childhood education), children field educators (kindergarten teachers and principals), and 11 AR and robot technology experts. The experts view the excerpts from the video taken from the actual usage situation. In the first stage of survey, we collect the panel's perspectives on applying the latest new technologies for instructing dramatic activity to children using an open ended questionnaire. Based on the results of the preliminary survey, the subsequent questionnaires (with 5 point Likert scales) are developed for the second and third in-depth surveys. In the second survey, 36 questions is categorized into 5 areas: (1) developmental and educational values, (2) impact on the teacher's role, (3) applicability and special considerations in the kindergarten, (4) external environment and required support, and (5) criteria for the selection of the story in the drama activity. The third survey mainly investigate how AR or robots can be of use in children's dramatic activity in other ways (than as originally given) and to other educational domains. The surveys show that experts most appreciated the use of AR and robot for positive educational and developmental effects due to the children's keen interests and in turn enhanced immersion into the dramatic activity. Consequently, the experts recommended that proper stories, scenes and technological realizations need to be selected carefully, in the light of children's development, while lever aging on strengths of the technologies used.
| Original language | English |
|---|---|
| Pages (from-to) | 272-282 |
| Number of pages | 11 |
| Journal | International Journal of Digital Content Technology and its Applications |
| Volume | 5 |
| Issue number | 11 |
| DOIs | |
| Publication status | Published - 2011 Nov 1 |
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Keywords
- Augmented Reality
- Dramatic Activity
- Projector
- Robot
- Robot Service
ASJC Scopus subject areas
- Software
- Computer Networks and Communications
Cite this
Delphi survey on the use of robot projector based augmented reality in dramatic activity for young children. / Hyun, Eunja; Choi, Kyoung; Kim, Jeonghyun; Han, Jeonghye; Jo, Miheon; Kim, Namgyu.
In: International Journal of Digital Content Technology and its Applications, Vol. 5, No. 11, 01.11.2011, p. 272-282.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Delphi survey on the use of robot projector based augmented reality in dramatic activity for young children
AU - Hyun, Eunja
AU - Choi, Kyoung
AU - Kim, Jeonghyun
AU - Han, Jeonghye
AU - Jo, Miheon
AU - Kim, Namgyu
PY - 2011/11/1
Y1 - 2011/11/1
N2 - The purpose of this study is to examine the appropriateness and effectiveness of the assistive use of robot projector based augmented reality (AR) to children's dramatic activity. A system that employ a mobile robot mounted with a projector-camera is used to help manage children's dramatic activity by projecting backdrops and creating a synthetic video imagery, where e.g. children's faces is replaced with graphic characters. In this Delphi based study, a panel consist of 33 professionals include 11children education experts (college professors majoring in early childhood education), children field educators (kindergarten teachers and principals), and 11 AR and robot technology experts. The experts view the excerpts from the video taken from the actual usage situation. In the first stage of survey, we collect the panel's perspectives on applying the latest new technologies for instructing dramatic activity to children using an open ended questionnaire. Based on the results of the preliminary survey, the subsequent questionnaires (with 5 point Likert scales) are developed for the second and third in-depth surveys. In the second survey, 36 questions is categorized into 5 areas: (1) developmental and educational values, (2) impact on the teacher's role, (3) applicability and special considerations in the kindergarten, (4) external environment and required support, and (5) criteria for the selection of the story in the drama activity. The third survey mainly investigate how AR or robots can be of use in children's dramatic activity in other ways (than as originally given) and to other educational domains. The surveys show that experts most appreciated the use of AR and robot for positive educational and developmental effects due to the children's keen interests and in turn enhanced immersion into the dramatic activity. Consequently, the experts recommended that proper stories, scenes and technological realizations need to be selected carefully, in the light of children's development, while lever aging on strengths of the technologies used.
AB - The purpose of this study is to examine the appropriateness and effectiveness of the assistive use of robot projector based augmented reality (AR) to children's dramatic activity. A system that employ a mobile robot mounted with a projector-camera is used to help manage children's dramatic activity by projecting backdrops and creating a synthetic video imagery, where e.g. children's faces is replaced with graphic characters. In this Delphi based study, a panel consist of 33 professionals include 11children education experts (college professors majoring in early childhood education), children field educators (kindergarten teachers and principals), and 11 AR and robot technology experts. The experts view the excerpts from the video taken from the actual usage situation. In the first stage of survey, we collect the panel's perspectives on applying the latest new technologies for instructing dramatic activity to children using an open ended questionnaire. Based on the results of the preliminary survey, the subsequent questionnaires (with 5 point Likert scales) are developed for the second and third in-depth surveys. In the second survey, 36 questions is categorized into 5 areas: (1) developmental and educational values, (2) impact on the teacher's role, (3) applicability and special considerations in the kindergarten, (4) external environment and required support, and (5) criteria for the selection of the story in the drama activity. The third survey mainly investigate how AR or robots can be of use in children's dramatic activity in other ways (than as originally given) and to other educational domains. The surveys show that experts most appreciated the use of AR and robot for positive educational and developmental effects due to the children's keen interests and in turn enhanced immersion into the dramatic activity. Consequently, the experts recommended that proper stories, scenes and technological realizations need to be selected carefully, in the light of children's development, while lever aging on strengths of the technologies used.
KW - Augmented Reality
KW - Dramatic Activity
KW - Projector
KW - Robot
KW - Robot Service
UR - http://www.scopus.com/inward/record.url?scp=82155192180&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=82155192180&partnerID=8YFLogxK
U2 - 10.4156/jdcta.vol5.issue11.35
DO - 10.4156/jdcta.vol5.issue11.35
M3 - Article
AN - SCOPUS:82155192180
VL - 5
SP - 272
EP - 282
JO - International Journal of Digital Content Technology and its Applications
JF - International Journal of Digital Content Technology and its Applications
SN - 1975-9339
IS - 11
ER -