본 연구는 로봇과 컴퓨터를 활용한 교육활동을 통해서 발달장애아동들의 대상인식과 수용의 차이를 비교하고 그러한 매체와의 상호작용을 관찰하고자 하였다. 본 연구의 대상은 O시 H초등학교의 특수교사로부터 8세부터 12세까지의 발달장애아동들을 추천 받아, 특수교사와 연구자가 다시 논의한 끝에 10명(남5, 여5)을 최종 선정하였다. 로봇과 컴퓨터를 활용한 교육활동은 교대중재설계를 이용하였으며, 약 2개월 동안 10회기를 진행하였다. 발달장애아동들의 대상인식과 수용은 설문지를 통해서 측정되었고, 상호작용은 사건기록법을 이용하여 측정하였다. 로봇과 컴퓨터에 대한 대상인식의 차이를 알아보기 위해 t검증을 사용하였고, 매체에 대한 수용과 상호작용을 알아보기 위해 표와 그래프를 이용한 시각적 분석방법을 사용하였다. 이러한 과정을 통해 얻어진 결과는 다음과 같다. 첫째, 로봇과 컴퓨터에 대한 대상인식에 있어서 유의미한 차이가 있었으며, 특히 ‘공동활동’과 ‘신뢰형성’의 인식에 있어서 유의미한 결과가 있었다. 둘째, 로봇과 컴퓨터에 대한 수용에 있어서 컴퓨터보다 로봇이 아동들에게 인기가 있었다. 또한 학급 내 인기투표에서 9명 모두 ‘잉키’를 1위로 선택하였다. 셋째, 발달장애아동들과 매체간의 상호작용은 매체인식에 대한 통계적 분석결과와 같은 양상으로 나타났다. 따라서 로봇은 발달장애아동들에게 공동 활동을 할 수 있고 신뢰관계가 형성될 수있는 친구로 인식되며, 이러한 인식은 아동들의 말과 행동에서도 확인할 수 있었다.

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.