聊天機器人使用故事接龍及故事引導對話策略對學生英語閱讀經驗的影響

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：43

、訪客IP：3.145.154.150

姓名

馮永婷(Yong-Ting Fong) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

聊天機器人使用故事接龍及故事引導對話策略對學生英語閱讀經驗的影響
(The Influence of Chatbots Using Story Relay and Story Guidance Strategies on Students’ English Reading Experience)

相關論文

★ 以視覺為主的遊戲空間輔助全身性學習	★ 以數位教室環境增進同步遠距教學之臨場感
★ 以行動載具支援並分析合作式的探索活動	★ 以混合實境支援工作臺協同探究學習
★ 使用資料探勘輔助學習者探索大型資料庫—學習者經驗之研究	★ 以貢獻與聯結為基礎之社會知識創造模型—一個資源與概念合作聯結工具
★ 互動式計算桌面環境對於合作學習的優缺點	★ 以共享螢幕及群組軟體支援一對一環境下面對面的合作網路探索
★ 合作學習使用網際網路: 學習腳本在面對面網路合作探索的影響	★ 兒童使用超媒體的Web2.0創作故事平台之探究--衍生與重組
★ 以創用為基礎之合作說故事平台 - 衍生、重組、擁有感	★ 透過網路實施模擬實務社群並利用即興創作激發創意
★ 使用群組軟體與共同螢幕進行一對一合作網路探索活動	★ 以Cyber-Physical環境支援程式設計學習之探究
★ 跨領域合作設計活動之互動分析：群組軟體的支援與設計	★ 不同成就學生於模擬遊戲環境中程式學習效果之探究

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

在這個國際間交流頻繁的時代，英語已經成為最主要的國際溝通語言，且是一項不可或缺的能力，而英語閱讀教學亦逐漸受到英語教師和研究人員的關注；相關研究指出，透過對話式閱讀技巧引導學童能夠對其英語閱讀上帶來正面效果，為了將對話式閱讀帶入英語課堂中，本研究提出一聊書機器人系統，並探究不同對話策略，對孩童聊書對話狀況、建立關係連結以及閱讀投入的影響。
本研究實驗對象為臺灣桃園市某國小五年級共計45位的學生；實驗活動共進行7週，每週之英語閱讀活動皆由學生自由挑選並閱讀書籍後，與同學自由分組聊書，並在兩天後與機器人聊書。前3週之機器人採用故事接龍對話策略，機器人與學生一來一往敘述故事，並將學生話語與故事文本進行比對，當機器人不理解文意時，會要求學生再次闡述故事內容；後4週則採用故事引導對話策略，機器人描述故事結構部分內容來引導學生，學生可以自由闡述故事內容。本研究主要收集與分析學生的心流、與機器人關係連結以及聊書過程中的對話資料進行分析探討，最後針對每位學生進行單獨訪談。
研究結果顯示，兩階段閱讀活動過後，故事引導對話策略能夠有效幫助學生提升聊書對話量、對話內容之故事結構、與機器人關係連結以及閱讀投入，性別方面無明顯變化，先備知識方面，低成就學生與機器人聊書之對話量增加，中高成就學生則些微下降。另外，透過相關性分析發現，關係連結與機器人對話策略之相關性較為明顯，且機器人要求學生回答的行為通常使學生反感，而在兩種對話策略下，閱讀投入和對話狀況及學生與機器人建立關係連結間皆具有相關性。

摘要(英)

In this era of frequent international communication, English has become the most important international communication language, and is an indispensable ability. The teaching of English reading has gradually attracted the attention of English teachers and researchers. Related research pointed out that guiding students through the dialogic reading has positive effects on students′ English reading. In order to implement dialogic reading in the English classroom, this study proposed a book talk chatbot, and explore the influence of chatbots using different dialogic strategies on student’s reading engagement, dialogue status and connection-making with chatbot.
The subjects of this study are 45 fifth graders from an elementary school in Taoyuan City, Taiwan. The experiment was carried out for 7 weeks. In each weekly English reading activity, the students chose and read books freely, then talked about the books in groups with their classmates, and then talked about the books with the chatbot two days later. In the first 3 weeks, the chatbot used the story relay dialogue strategy. The chatbot and the students told the story one by one, and compared the students′ words with the text of the story. When the chatbot did not understand the text, the students were asked to explain the story again. In the last four weeks, story guided dialogue strategy was adopted. The chatbot described part of the story structure to guide the students, and the students were free to narrate the story content. This study focused on the analysis of students′ flow experience, their connection-making with chatbots and their conversations in the process of book talking. Finally, we interviewed each student.
The results indicated that after the two-stage reading activity, story guided dialogue strategy could effectively improve the amount of book talk, the story structure of the dialogue content, the connection-making with the chatbot, and the reading engagement of the students. In terms of gender, there is no significant change. In terms of different prior knowledge, the amount of book talk between low-achievers and chatbots increased, while high-achieving students have decreased slightly. In addition, through correlation analysis, it was found that the correlation between the connection-making and the chatbot dialogue strategy was obvious, and the chatbot asked the students to answer often made the students dislike. Under the two dialogue strategies, reading engagement is related to dialogue status, and also related to connection-making between the students and the chatbot.

關鍵字(中)

★ 英語閱讀
★ 聊天機器人
★ 對話策略
★ 閱讀投入
★ 關係連結

關鍵字(英)

★ English reading
★ chatbot
★ dialogue strategies
★ reading engagement
★ connection-making

論文目次

摘要 I
Abstract II
致謝 IV
目錄 V
圖目錄 VIII
表目錄 X
第一章緒論 1
1.1 研究背景與動機 1
1.2 研究目的與問題 3
1.3 名詞解釋 4
1.3.1 閱讀投入 4
1.3.2 關係連結 4
1.4 研究範圍與限制 4
1.5 論文架構 4
第二章文獻探討 5
2.1 聊天機器人 (Chatbot) 5
2.2 心流 (Flow) 7
2.3 對話式閱讀 (Dialogic Reading) 9
第三章系統設計 11
3.1 系統特色與架構 11
3.2 故事擷取模組 13
3.3 對話產生模組 14
3.3.1 故事接龍對話策略 14
3.3.2 故事引導對話策略 17
3.3.3 評估 20
3.3.4 推薦 21
3.3.5 通用句資料庫 21
3.4 場景辨識模組 22
3.5 機器人學習模組 22
3.6 學生資料模組 22
第四章研究方法 23
4.1 研究對象 23
4.2 研究流程 24
4.3 學習活動設計 26
4.3.1 英語閱讀活動 26
4.3.2 英語書籍 30
4.4 實驗設計 32
4.5 研究工具 34
4.5.1 Godspeed量表 34
4.5.2 心流量表 36
4.6 研究資料收集 37
4.6.1 學生對話資料 37
4.6.2 Godspeed量表數據 39
4.6.3 心流量表數據 40
4.6.4 事後訪談 40
4.7 研究資料分析 41
4.7.1 對話狀況分析 41
4.7.2 建立關係連結分析 41
4.7.3 閱讀投入分析 41
第五章研究結果與討論 43
5.1 整體學生在兩階段閱讀活動之對話狀況分析 43
5.2 整體學生在兩階段閱讀活動之關係連結變化分析 62
5.3 整體學生在兩階段閱讀活動之閱讀投入變化分析 71
5.4 性別在兩階段閱讀活動之對話狀況、關係連結及閱讀投入變化分析 79
5.5 先備知識在兩階段閱讀活動之對話狀況、關係連結及閱讀投入變化分析 83
5.6 兩階段閱讀活動之對話內容與建立關係連結的相關性 90
5.7 兩階段閱讀活動之閱讀投入與對話內容的相關性 95
5.8 兩階段閱讀活動之閱讀投入與建立關係連結的相關性 97
5.9 小結 99
第六章結論與建議 100
6.1 結論 100
6.1.1 聊書機器人使用「故事接龍」及「故事引導」對話策略對各類學生對話狀況的影響為何? 100
6.1.2 聊書機器人使用「故事接龍」及「故事引導」對話策略對各類學生與機器人建立關係連結的影響為何？ 100
6.1.3 聊書機器人使用「故事接龍」及「故事引導」對話策略對各類學生閱讀投入的影響為何? 101
6.1.4「故事接龍」及「故事引導」對話策略中對話狀況與關係連結是否有相關性？ 101
6.1.5「故事接龍」及「故事引導」對話策略中閱讀投入與對話狀況是否有相關性？ 102
6.1.6「故事接龍」及「故事引導」對話策略中閱讀投入與關係連結是否有相關性？ 102
6.2 未來發展 103
參考文獻 104
中文文獻 104
英文文獻 105
附錄A 書籍列表 110
附錄B Godspeed量表問卷 115
附錄C 心流量表問卷 117
附錄D 機器人系統通用語列表 118
附錄E 英語閱讀活動後訪談 136

參考文獻

王品卿（2014）。Web 2.0 英語學習活動之學生心流與學習動機歷程研究。國立中央大學網路學習科技研究所碩士論文，桃園縣。
張文聰（2017）。網路學習社群中社會網路、知識分享與投入之關聯。國立中央大學網路學習科技研究所碩士論文，桃園縣。
廖墨剛（2021）。聊天機器人對國小學生英語閱讀興趣的影響（未出版之碩士論文）。國立中央大學網路學習科技研究所碩士論文，桃園市。
Ali, A. M., & Razali, A. B. (2019). A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners. English Language Teaching, 12(6), 94-111.
Al Raqqad¹, Y. M., Ismail, H. H., & Al, K. M. (2019). The impact of reading strategies on EFL students: A research review.
Bartneck, C., Kulić, D., Croft, E., & Zoghbi, S. (2009). Measurement instruments for the anthropomorphism, animacy, likeability, perceived intelligence, and perceived safety of robots. International journal of social robotics, 1(1), 71-81.
Belpaeme, T., Kennedy, J., Ramachandran, A., Scassellati, B., & Tanaka, F. (2018). Social robots for education: A review. Science robotics, 3(21).
Carli, M., Fave, A. D., & Massimini, F. (1988). The quality of experience in the flow channels: Comparison of Italian and US students.
Chen, H., Wigand, R. T., & Nilan, M. S. (1999). Optimal experience of web activities. Computers in human behavior, 15(5), 585-608.
Chiang, M. (2015). Effects of varying text difficulty levels on second language (L2) reading attitudes and reading comprehension. Journal of Research in Reading, 39(4), 1–21.
Chow, B. W. Y., McBride-Chang, C., Cheung, H., & Chow, C. S. L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental psychology, 44(1), 233.
Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19(1), 28-39.
Csikszentmihalyi, M. (2000). Beyond boredom and anxiety. Jossey-Bass. (Original work published 1975)
Csikszentmihalyi, M., & Csikzentmihaly, M. (1990). Flow: The psychology of optimal experience (Vol. 1990). New York: Harper & Row.
Deryugina, O. V. (2010). Chatterbots. Scientific and Technical Information Processing, 37(2), 143-147.
Fernández-Llamas, C., Conde, M. A., Rodríguez-Lera, F. J., Rodríguez-Sedano, F. J., & García, F. (2018). May I teach you? Students′ behavior when lectured by robotic vs. human teachers. Computers in Human Behavior, 80, 460-469.
Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners:Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279-289.
Fryer, L., & Carpenter, R. (2006). Bots as language learning tools. Language Learning & Technology, 10(3), 8-14.
Gehard, J. G. (1996). Teaching English as a foreign or second language. Ann Arbor, MI: University of Michigan Press.
Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.
Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2020). Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study. Early Childhood Research Quarterly, 51, 191-203.
Kim, Y. (2013). Digital peers to help children′s text comprehension and perceptions. Journal of Educational Technology & Society, 16(4), 59-70.
Kirchhoff, C. (2013). L2 extensive reading and flow: Clarifying the relationship. Reading in a foreign language, 25(2), 192-212.
Kurishita, N. (2020). The Effects of Book Talk on ER for Junior High School Students′ Reading Ability. Journal of Extensive Reading, 5, 106-115.
Lee KM, Park N, Song H (2005) Can a robot be perceived as a developing creature? Hum Commun Res, 31, 538-563.
Liew, T. W., Zin, N. A. M., Sahari, N., & Tan, S. M. (2016). The effects of a pedagogical agent’s smiling expression on the learner’s emotions and motivation in a virtual learning environment. The International Review of Research in Open and Distributed Learning, 17(5).
Liu, P. L., Chen, C. J., & Chang, Y. J. (2010). Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension. Computers & Education, 54(2), 436-445.
Michaelis, J. E., & Mutlu, B. (2017, May). Someone to read with: Design of and experiences with an in-home learning companion robot for reading. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (pp. 301-312).
Michaelis, J. E., & Mutlu, B. (2018). Reading socially: Transforming the in-home reading experience with a learning-companion robot. Science Robotics, 3(21).
Mohammadhasani, N., Fardanesh, H., Hatami, J., Mozayani, N., & Fabio, R. A. (2018). The pedagogical agent enhances mathematics learning in ADHD students. Education and Information Technologies, 23(6), 2299-2308.
Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979-1007.
Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early education and development, 19(1), 7-26.
Monahan JL. (1998). I don’t know it but I like you-the influence of non-conscious affect on person perception. Hum Commun Res, 24, 480-500.
Morgan, P. L., & Meier, C. R. (2008). Dialogic reading′s potential to improve children′s emergent literacy skills and behavior. Preventing School Failure: Alternative Education for Children and Youth, 52(4), 11-16.
Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of flow. In Flow and the foundations of positive psychology (pp. 239-263). Springer, Dordrecht.
Namaziandost, E., Esfahani, F. R., & Ahmadi, S. (2019). Varying levels of difficulty in L2 reading materials in the EFL classroom: Impact on comprehension and motivation. Cogent Education, 6(1), 1615740.
Nonaka, S., Inoue, K., Arai, T., & Mae, Y. (2004, April). Evaluation of human sense of security for coexisting robots using virtual reality. 1st report: evaluation of pick and place motion of humanoid robots. In IEEE International Conference on Robotics and Automation, 2004. Proceedings. ICRA′04. 2004 (Vol. 3, pp. 2770-2775). IEEE.
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4), 493-529.
Saerbeck, M., Schut, T., Bartneck, C., & Janse, M. D. (2010, April). Expressive robots in education: varying the degree of social supportive behavior of a robotic tutor. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 1613-1622).
Tanaka, F., & Matsuzoe, S. (2012). Children teach a care-receiving robot to promote their learning: Field experiments in a classroom for vocabulary learning. Journal of Human-Robot Interaction, 1(1), 78-95.
Trevino, L. K., & Webster, J. (1992). Flow in computer-mediated communication: Electronic mail and voice mail evaluation and impacts. Communication research, 19(5), 539-573.
Warner RM, Sugarman DB. (1996). Attributes of personality based on physical appearance, speech, and handwriting. J Pers Soc Psychol, 50, 792-799.
Weizenbaum, J. (1966). ELIZA—a computer program for the study of natural language communication between man and machine. Communications of the ACM, 9(1), 36-45.
Whalon, K., Delano, M., & Hanline, M. F. (2013). A rationale and strategy for adapting dialogic reading for children with autism spectrum disorder: RECALL. Preventing School Failure: Alternative Education for Children and Youth, 57(2), 93-101.
Whitehurst, G. J. (1992). Dialogic reading: An effective way to read to preschoolers. Reading Rockets. http://www. readingrockets. org/article/dialogic-reading-effective-way-read-preschoolers.
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental psychology, 24(4), 552.
Wing-Yin Chow, B., & McBride-Chang, C. (2003). Promoting language and literacy development through parent–child reading in Hong Kong preschoolers. Early Education and Development, 14(2), 233-248.
Xu, Y., Wang, D., Collins, P., Lee, H., & Warschauer, M. (2021). Same benefits, different communication patterns: Comparing Children′s reading with a conversational agent vs. a human partner. Computers & Education, 161, 104059.
Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. On reading books to children: Parents and teachers, 177-200.

指導教授

劉晨鐘(Chen-Chung Liu)

審核日期

2021-8-12

推文