以學習管家為模式的學習對話機器人

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：30

、訪客IP：3.147.79.237

姓名

何珮妤(Pei-Yu Ho) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

以學習管家為模式的學習對話機器人
(Learning assisting chatbot for teachers and students based on a butler and nanny model)

相關論文

★ 學習馬賽克-以教科書內容置入平板之合作式情境學習遊樂場	★ 為使用知識而設計的電子書- 以參考手冊為模式的電子書設計
★ 為使用知識而設計的電子書- 將紙本書籍以及電子書提供社群共建的機制	★ 高互動低資源損耗之課堂學習系統設計與實際教學環境導入接受度探討
★ 依學生偏好及學習狀態建構之學習輔助者與知識協尋系統	★ 網路資訊與學習系統之中文全文探勘工具
★ 支援使用者觀點之線上分析系統	★ 由網站行為歷程以貝式學習建立學習者模式之引導系統
★ 網路合作學習系統與小組互動觀察工具	★ 依作品集評量方式並支援學習狀況分析與監控之網路學習系統
★ 網路學習歷程之知識探索：學習效能評鑑之工具	★ 網路學習系統之手機端學習輔助系統
★ 以網站行為的歷程建立具時間性學習者模式	★ 行動學習資訊系統-學生端網路學習伺服器與個人數位助理端之學習系統
★ 應用貝式學習及決策樹之群組溝通網路監控系統	★ 以網路群組作品及活動依角色分析之群組合作監控系統

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)

目前的聊天機器人主要是以服務提供者的角色來設計，以達成使用者的特定需求為目的，同時大部分研究所提出的教育對話機器人是以學習者為使用對象，較少有研究提出同時以學習者和教學者為使用對象的學習對話機器人。因此本研究提出了管家學習模式，使對話機器人扮演管家的角色，其特色包括協助學習者在各類的學習活動上進行時間管理、關心學習者當下的心情狀態並給予相對應的回饋、在練習的過程中給予學習者正向激勵、針對教材內容提示該次練習的學習目標、支援具多重情境的對話腳本以增加互動時的多樣性和趣味性、提供個性化的配音設定使學習管家的角色形象能夠更為生動等。

此外為驗證具管家學習模式之對話機器人是否能夠提升學習成效，本研究開發了課中及課後的手機情境學習平台作為教室情境學習系統的延伸，使學習者能夠在學習管家的陪伴監督下複習課堂所學，另外於教室情境學習系統上學習者亦能夠和學習管家一同彩排。最終，研究結果指出以學習管家為模式之聊天機器人能夠提升學習成效。

摘要(英)

Chatbots are currently designed as a service provider to meet specific needs of the user. Besides, the majority of chatbots in education are designed for learners and few of them are designed for both learners and the teacher. As a consequence, this study proposed the butler and nanny learning model, which suggests the learning assisting chatbot to play the role of a butler or a nanny and to possess the characteristics of time management, emotion management, encouragement, learning goal prompts, multiple-branch scripts and dubbing management. By adopting this learning model, the chatbot can remind learners of the time or deadlines of various learning activities, give encouragement during the learning process and also prompts about learning goals, interact with learners through variable dialogue scripts and personalized dubbing and, last but not least, take care of learners’ feeling as well as give suitable feedback at any time.

Moreover, in order to verify whether the situational learning system with the butler and nanny learning model can improve the learning outcome, this study developed a mobile situational learning platform as an extension of the classroom situational learning system, so that learners can be further accompanied and supervised by the learning butler or learning nanny in class and after class. During class, learners can also rehearse with the learning butler or learning nanny in the classroom situational learning system. Ultimately, the research result indicates that chatbots modeled as learning butler or learning nanny can improve learning outcomes.

關鍵字(中)

★ 情境學習
★ 行動情境學習
★ 管家
★ 教育聊天機器人
★ 社交聊天機器人

關鍵字(英)

★ Situated learning
★ Mobile situated learning
★ Butler and nanny
★ Chatbot in education
★ Social chatbot

論文目次

摘要 I
Abstract II
誌謝 IV
目錄 V
圖目錄 VIII
表目錄 XI
一、緒論 1
1-1.研究背景 1
1-2.研究目標 2
1-3.研究問題與對策 3
二、相關研究 5
2-1.聊天機器人於教育上的應用 5
2-2.情境學習與對話機器人 6
2-3. 保姆與社交聊天機器人 8
2-4. 小結 10
三、學習模式 11
3-1. 管家學習模式 11
3-2. 管家學習模式與一般學習模式 12
四、系統設計與實作 16
4-1. 設計理念 16
4-2. 系統設計 17
4-2-1.系統架構 17
4-2-2.開發環境 18
4-3. 系統實作 19
4-3-1.具聊天機器人之手機情境學習平台實作 19
4-3-2.教室情境學習系統實作 32
五、實驗設計 37
5-1. 實驗假設 37
5-2. 實驗對象 37
5-3. 實驗教材設計 37
5-4. 實驗環境設計 38
5-5. 實驗流程 39
5-6. 實驗操作 40
5-7. 實驗評斷工具 41
5-7-1.前測和後測試卷 41
5-7-2.問卷量表 41
六、實驗結果分析與討論 43
6-1. 前後測試卷測驗結果與討論 43
6-1-1.獨立樣本T檢定 43
6-1-2.常態分布檢定 44
6-1-3.組內迴歸係數同質性檢定 44
6-1-4.共變異數分析 45
6-1-5.學習成效結果討論 46
6-2. 問卷結果與討論 46
6-2-1.問卷信度分析 47
6-2-2.問卷結果分析 47
6-3.訪談結果與討論 48
6-3-1.兩種聊天機器人之認知差異 49
6-3-2.兩種聊天機器人之使用偏好 50
6-3-3.保姆聊天機器人可以改進的地方 51
6-3-4.保姆聊天機器人的溫度所在 52
6-3-5.保姆聊天機器人能否提升學習責任 53
七、結論與未來研究 54
7-1. 結論 54
7-2. 未來研究 56
7-2-1.學習管家的評量項目 56
7-2-2.學習管家的形象與性格 56
7-2-3.學習管家的互動機制 56
參考文獻 58
附錄一、教材劇本 63
附錄二、前測試卷 69
附錄三、後測試卷 71
附錄四、實驗組問卷 73
附錄五、對照組問卷 75
附錄六、論文關鍵字(英文版) 77
附錄七、圖表英文對照 79

參考文獻

林靖軒(2022年3月9日)。3分鐘了解保母證照考試內容。親子天下。https://www.parenting.com.tw/article/5087389
胡立綸(2021)。設計與製作一個易於持續演進之數位學習劇場軟體架構。國立中央大學資訊工程研究所。
顧詠涵（2021）。設計機器人成為腹語娃娃演員作為學習展現夥伴的情境學習系統。國立中央大學資訊工程學系碩士論文，桃園縣。取自https://hdl.handle.net/11296/42w5n4
Bai, H. (2019). Pedagogical practices of mobile learning in K-12 and higher education settings. TechTrends, 63(5), 611-620.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Chen, H. L., Vicki Widarso, G., & Sutrisno, H. (2020). A chatbot for learning Chinese: Learning achievement and technology acceptance. Journal of Educational Computing Research, 58(6), 1161-1189.
Cohen, J. (1992). Statistical power analysis. Current directions in psychological science, 1(3), 98-101.
Dai, C. P., & Ke, F. (2022). Educational applications of artificial intelligence in simulation-based learning: A systematic mapping review. Computers and Education: Artificial Intelligence, 100087.
De Gennaro, M., Krumhuber, E. G., & Lucas, G. (2020). Effectiveness of an empathic chatbot in combating adverse effects of social exclusion on mood. Frontiers in psychology, 3061.
Dede, C. (2009). Immersive interfaces for engagement and learning. science, 323(5910), 66-69.
Demir, K., & Akpinar, E. (2018). The Effect of Mobile Learning Applications on Students′ Academic Achievement and Attitudes toward Mobile Learning. Malaysian Online Journal of Educational Technology, 6(2), 48-59.
Divekar*, R. R., Drozdal*, J., Chabot*, S., Zhou, Y., Su, H., Chen, Y., ... & Braasch, J. (2021). Foreign language acquisition via artificial intelligence and extended reality: design and evaluation. Computer Assisted Language Learning, 1-29.
Frangoudes, F., Hadjiaros, M., Schiza, E. C., Matsangidou, M., Tsivitanidou, O., & Neokleous, K. (2021, July). An Overview of the Use of Chatbots in Medical and Healthcare Education. In International Conference on Human-Computer Interaction (pp. 170-184). Springer, Cham.
Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners. Computers in Human Behavior, 75, 461-468.
Gallacher, A., Thompson, A., Howarth, M., Taalas, P., Jalkanen, J., Bradley, L., & Thouësny, S. (2018). “My robot is an idiot!”–students’ perceptions of AI in the L2 classroom. Future-proof CALL: language learning as exploration and encounters–short papers from EUROCALL, 70-76.
Gathorne-Hardy, J. (2014). The rise and fall of the British nanny. Faber & Faber.
Gebhard, P., Schneeberger, T., André, E., Baur, T., Damian, I., Mehlmann, G., ... & Langer, M. (2018). Serious games for training social skills in job interviews. IEEE Transactions on Games, 11(4), 340-351.
George, D. (2011). SPSS for windows step by step: A simple study guide and reference, 17.0 update, 10/e: Pearson Education India.
Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. Handbook of research on educational communications and technology, 401-412.
Hobert, S. (2019). Say hello to ‘coding tutor’! design and evaluation of a chatbot-based learning system supporting students to learn to program.
Hobert, S., & Meyer von Wolff, R. (2019). Say hello to your new automated tutor–a structured literature review on pedagogical conversational agents.
Huang, C. S., Yang, S. J., Chiang, T. H., & Su, A. Y. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Journal of Educational Technology & Society, 19(1), 263-276.
Hwang, G. J., & Chang, C. Y. (2021). A review of opportunities and challenges of chatbots in education. Interactive Learning Environments, 1-14.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Lee, Y. C., Yamashita, N., Huang, Y., & Fu, W. (2020, April). " I Hear You, I Feel You": encouraging deep self-disclosure through a chatbot. In Proceedings of the 2020 CHI conference on human factors in computing systems (pp. 1-12).
Lin, M. P. C., & Chang, D. (2020). Enhancing post-secondary writers’ writing skills with a chatbot. Journal of Educational Technology & Society, 23(1), 78-92.
Liu, C. C., Liao, M. G., Chang, C. H., & Lin, H. M. (2022). An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 104576.
Malson, E. (2021, April 30). How to Become a Nanny. US Nanny Association. https://www.usnanny.org/become-a-nanny/
Okonkwo, C. W., & Ade-Ibijola, A. (2020). Python-Bot: A Chatbot for Teaching Python Programming. Engineering Letters, 29(1).
Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, 100033.
Othlinghaus-Wulhorst, J., & Hoppe, H. U. (2020). A technical and conceptual framework for serious role-playing games in the area of social skill training. Frontiers in Computer Science, 2, 28.
Pereira, M. J., & Coheur, L. (2013). Just. Chat-a platform for processing information to be used in chatbots. 2013.
Pham, X. L., Pham, T., Nguyen, Q. M., Nguyen, T. H., & Cao, T. T. H. (2018, November). Chatbot as an intelligent personal assistant for mobile language learning. In Proceedings of the 2018 2nd International Conference on Education and E-Learning (pp. 16-21).
Shum, H. Y., He, X. D., & Li, D. (2018). From Eliza to XiaoIce: challenges and opportunities with social chatbots. Frontiers of Information Technology & Electronic Engineering, 19(1), 10-26.
Skrebeca, J., Kalniete, P., Goldbergs, J., Pitkevica, L., Tihomirova, D., & Romanovs, A. (2021, October). Modern Development Trends of Chatbots Using Artificial Intelligence (AI). In 2021 62nd International Scientific Conference on Information Technology and Management Science of Riga Technical University (ITMS) (pp. 1-6). IEEE.
Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education, 151, 103862.
Tian, X., Risha, Z., Ahmed, I., Lekshmi Narayanan, A. B., & Biehl, J. (2021). Let′s Talk It Out: A Chatbot for Effective Study Habit Behavioral Change. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW1), 1-32.
Walsh, K. (2015). Mobile learning in medical education. Ethiopian journal of health sciences, 25(4), 363-366.
Winkler, R., & Söllner, M. (2018). Unleashing the potential of chatbots in education: A state-of-the-art analysis. In Academy of Management Annual Meeting (AOM).
Wu, E. H. K., Lin, C. H., Ou, Y. Y., Liu, C. Z., Wang, W. K., & Chao, C. Y. (2020). Advantages and constraints of a hybrid model K-12 E-Learning assistant chatbot. Ieee Access, 8, 77788-77801.
Wu, W., Luo, Y., Huang, D., Huang, C., Peng, Y., & Chen, G. (2015). A Self-Observable Learning Cinema in the Classroom. The 23rd International Conference on Computers in Education.
Yin, Q., & Satar, M. (2020). English as a foreign language learner interactions with chatbots: Negotiation for meaning. International Online Journal of Education and Teaching (IOJET).
Zhao, Z., & Ma, X. (2020, October). Situated learning of soft skills with an interactive agent in virtual reality via multimodal feedback. In Adjunct Publication of the 33rd Annual ACM Symposium on User Interface Software and Technology (pp. 25-27).
Zhou, L., Gao, J., Li, D., & Shum, H. Y. (2020). The design and implementation of xiaoice, an empathetic social chatbot. Computational Linguistics, 46(1), 53-93.

指導教授

陳國棟

審核日期

2022-9-29

推文