The Analysis of Factors Influencing Attitudes of Pre-Service Teachers toward Robots
Abstract: As technology advances, society, economy, and industry are undergoing various changes. These changes are called the Fourth Industrial Revolution, and robots are attracting attention as technologies that lead change. It has been confirmed that robots have excellent educational effects, and various studies have been conducted to introduce robots into education. However, many factors related to robot education have hindered the activation of robot education. In particular, pre-service teachers’ attitudes toward robots are negative compared to teachers in other countries such as United Kingdom and United States, and such negative attitudes could lead to difficulties in robot education in the 2015 revision curriculum. Therefore, this study analyzes pre-service teachers’ attitudes toward robots and the differences in attitudes according to various factors. The subjects of this study were 317 pre-service teachers attending Korea National University of Education. In order to measure the attitudes of pre-service teachers toward robots, Negative Attitude for Robots Scale (NARS) was used. It was confirmed that there is a difference between pre-service teachers’ attitudes toward robots according to gender. In addition, it can be confirmed that the experiences of robot manipulation and robot-related lectures are factors that affect attitudes toward robots. Conversely, the experience of contacting robots through the media was not related to attitudes toward robots.