基於生成式人工智慧之機器人學生對於英文故事閱讀之影響;The Effect of Manchine Tutee Based on Generative Artificial Intelligence on Students′ English Story Reading

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題名:	基於生成式人工智慧之機器人學生對於英文故事閱讀之影響;The Effect of Manchine Tutee Based on Generative Artificial Intelligence on Students′ English Story Reading
作者:	林亞岑;Lin, Ya-Tsen
貢獻者:	資訊工程學系
關鍵詞:	生成式人工智慧;可訓練機器人;英文閱讀;教中學;敘述故事;心流;情境興趣;Generative artificial intelligence;teachable agent;English reading;learning by teaching;story narrative;flow;situational interest
日期:	2024-07-23
上傳時間:	2024-10-09 17:03:40 (UTC+8)
出版者:	國立中央大學
摘要:	在教育領域上，生成式人工智慧的技術除了能作資訊提供者外，還可作資訊學習者/可訓練機器人( Teachable Agent )。本研究探討以生成式人工智慧之技術，作為可訓練機器人在英文閱讀活動中的應用，並在本研究中稱呼此可訓練機器人為「故事機器人」。學生透過教中學的學習方式，以教導故事內容訓練機器人，在教導機器人過程中，透過機器人提供之個人化反饋，協助學生漸進式建構出完整故事結構，以此增進學生故事理解與敘述能力。此外，學生可以用問答的方式挑戰同儕訓練的機器人，透過學生間互動促進學習動機。系統同時提供閱讀輔助機器人( 稱魚姊姊 )，幫助學生解決英文閱讀上的困難，如詢問英文意涵或討論故事情節，以降低學生在英文閱讀上的認知負荷。本研究對象為國小五年級學生共77人，實驗分成上下半場共八週。分析有無故事機器人介入閱讀活動、與有無導師介入閱讀活動這兩項變因，對學生心流、情境興趣與閱讀理解能力的影響。研究結果顯示，有故事機器人介入閱讀活動，學生在心流、情境興趣顯著高於無故事機器人介入活動的學生，這反映可訓練機器人對學習體驗的有效性。而有導師介入的閱讀活動，對學生英文掌握自信度有顯著影響，並且導師與機器人協作介入閱讀活動，對學生心流、情境興趣與閱讀理解皆有顯著提升。顯示人類教師與可訓練機器人的共同協作，能有效提升學生於英文閱讀時的學習體驗與學習成效。 ;In the field of education, generative AI technology can serve not only as an information provider but also as an information learner or teachable agent. This study explores the application of generative AI as a teachable agent in English reading, referred to in this study as the "Story Chatbot." Through learning-by-teaching activities, students train a personalized Story Chatbot by narrating stories. During the process, personalized feedback from the Story Chatbot helps students gradually construct complete story structures, thereby enhancing their reading comprehension and narrative abilities. Additionally, students can challenge other Story Chatbots trained by their classmate through question-and-answer sessions, fostering learning motivation through peer interaction. The system also includes a reading assistance chatbot called Fish Sister to help students overcome difficulties in English reading, such as asking about English meanings or discussing story plots, thus reducing cognitive load in English reading. The study involved 77 fifth-grade students and lasted for eight weeks, divided into two phases. The study analyzed the impact of two variables—whether or not a Story Chatbot was involved in the reading activities and whether or not a class teacher was involved—on students′ flow, situational interest, and reading comprehension. The results showed that students with the Story Chatbot involved in their reading activities had significantly higher levels of flow and situational interest compared to those without the Story Chatbot, reflecting the effectiveness of the teachable agent in enhancing the learning experience. Additionally, reading activities with class teacher involvement had a significant impact on students′ confidence in their English reading. Furthermore, the collaboration between the class teacher and the Story Chatbot in reading activities significantly improved students′ flow, situational interest, and reading comprehension. The collaborative efforts between human teachers and teachable agent effectively enhance students′ learning experience and outcomes in English reading.
顯示於類別:	[資訊工程研究所] 博碩士論文

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