AI同伴支持聊書與反思

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姓名

楊筱彤(Hsiao-Tung Yang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

AI同伴支持聊書與反思
(AI Companion Supporting Book Discussions and Reflection)

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至系統瀏覽論文 (2026-8-1以後開放)

摘要(中)

閱讀在兒童教育中扮演著至關重要的角色，不僅是知識的來源，更是語言能力和邏輯思維發展的重要基礎。臺灣致力於推動閱讀活動多年，「明日閱讀」計畫自2009年起，於全臺多所學校開展，推動「身教式持續安靜閱讀」(Modeled Sustained Silent Reading, MSSR)活動。經多年研究成果發現，「明日閱讀」計畫雖然成功培養了學生的閱讀興趣和習慣，但忽視了閱讀內容的多樣性和挑戰性，且學生缺乏反思和輸出閱讀知識的機會。為了解決這些問題，明日閱讀2.0應運而生。明日閱讀2.0主張閱讀除了建立於在原先1.0的「身教、習慣、興趣」之基礎，應進一步達到「廣博閱讀」、「大量閱讀」、「登台」目標，促使學生閱讀更廣泛和大量的書籍，並鼓勵學生透過登台進行演說或其他形式的口頭發表，將他們閱讀後的想法分享給他人，讓學生有機會展示他們的閱讀成果，並與同儕和教師進行互動和交流。
本研究主要專注於設計AI聊書同伴，作為學生在正式「登台」前的練習工具。相比真人聊書，AI聊書同伴不受時間和地點的限制，並且不會感到疲憊或厭煩，能無限次重複解釋和引導。AI聊書同伴亦促進學生進行自主學習，鼓勵他們主動探索和練習，並且能更加放鬆和自信地表達想法。
本研究採用了設計研究方法，對象是桃園某實驗小學的四到六年級學生，共37人。研究者使用了半結構式訪談以及系統使用資料分析，來全面了解學生與AI聊書同伴聊書的互動情況及其影響。研究結果顯示，AI聊書同伴的輕鬆互動環境提升了學生的口頭表達信心，並促進了他們在聊書與閱讀反思活動中的表現。隨著多次互動，學生逐漸增加了對AI聊書同伴的喜好度，顯示出該工具在提升學習參與度與學習體驗中的潛力。學生普遍對AI聊書同伴持正面觀感，並表示其在練習表達與反思上有所助益。

摘要(英)

Reading plays a crucial role in children′s education, serving not only as a source of knowledge but also as an essential foundation for the development of language skills and logical thinking. Taiwan has been promoting reading activities for many years. Since 2009, the "Reading for Tomorrow" project has been implemented in many schools across Taiwan, advocating for "Modeled Sustained Silent Reading" (MSSR). Years of research have shown that although the Reading for Tomorrow project successfully cultivated students′ interest and habits in reading, it overlooked the diversity and challenge of reading content, and students lacked opportunities to reflect on and express the knowledge they gained from reading. To address these issues, "Reading for Tomorrow 2.0" was introduced.
Reading for Tomorrow 2.0, building on the original 1.0 goals of "modeled reading, cultivating reading habits, and interest in reading," aims to further achieve the objectives of "Breadth Reading," "Quantity Reading," and "Staging." It encourages students to read a wider range and a larger quantity of books, and it motivates students to share their thoughts through presentations or other forms of oral expression, giving them opportunities to showcase their reading achievements and interact with peers and teachers.
This study primarily focuses on designing an AI book discussion companion as a practice tool for students before their formal "Staging" . Compared to discussing books with real people, an AI companion is not limited by time or location, and it does not get tired or bored, capable of repeating explanations and guidance indefinitely. The AI companion also promotes autonomous learning, encouraging students to explore and practice actively, allowing them to express their ideas more confidently and comfortably.
This study employed a design-based research method, focusing on 37 students from grades 4 to 6 at an experimental elementary school in Taoyuan. Researchers used semi-structured interviews and system usage data analysis to comprehensively understand students′ interactions with an AI book discussion companion and its effects. The results showed that the relaxed interaction environment provided by the AI book discussion companion enhanced students′ confidence in oral expression and improved their performance in book discussions and reading reflection activities. With repeated interactions, students gradually increased their preference for the AI book discussion companion, demonstrating its potential to enhance learning engagement and experience. Overall, students held a positive view of the AI book discussion companion and reported that it was beneficial in practicing expression and reflection.

關鍵字(中)

★ 聊書
★ 閱讀反思
★ 學習同伴
★ 聊天機器人

關鍵字(英)

★ book discussion
★ reading reflection
★ learning companion
★ chatbots

論文目次

摘要 i
Abstract ii
致謝 iii
目錄 iv
圖目錄 vii
表目錄 viii
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 3
1-3 研究問題 3
1-4 名詞解釋 3
1-4-1 願望書單 3
1-4-2 聊書 4
二、文獻探討 5
2-1 閱讀相關研究 5
2-1-1 閱讀的重要性 5
2-1-2 身教式持續安靜閱讀(Modeled Sustained Silent Reading) 6
2-1-3 明日閱讀相關研究 7
2-2 聊書(Book Talk)相關研究 8
2-2-1 聊書重要性與好處 8
2-2-2 聊書提問策略 9
2-2-3 閱讀後的對話與反思 11
2-3 學習同伴(Learning Companion) 12
2-3-1 學習同伴用途 12
2-3-2 聊書機器人 13
三、系統設計與實作 14
3-1 系統設計背景 14
3-2 系統開發架構與流程 15
3-3 系統設計階段與目的 16
3-4 系統介面與功能說明 18
四、前導性研究 27
4-1 目的 27
4-2 方法與參與者 27
4-3 結果 27
4-3-1 學生訪談結果 27
4-3-2 教師訪談結果 31
4-4 結論與討論 34
五、研究方法 36
5-1 研究參與者 36
5-2 研究設計與流程 36
5-3 研究工具 38
5-3-1 聊書與閱讀歷程資料 39
5-3-2 半結構式訪談 46
5-4 資料蒐集與分析 48
5-4-1 聊書與閱讀歷程資料 48
5-4-2 半結構式訪談 49
六、研究結果 51
6-1聊書與閱讀歷程資料分析 51
6-1-1 聊書時長 51
6-1-2 聊書書籍選擇 52
6-1-3 聊書內容量分布 53
6-1-4 聊書提問策略使用分布 55
6-1-5 互動模式 58
6-1-6 投入程度與喜好程度 58
6-2 訪談結果統整 61
6-2-1 第一題 61
6-2-2 第二題 62
6-2-3 第三題 63
6-2-4 第四題 64
6-2-5 第五題 66
七、討論與未來展望 68
7-1 討論與結論 68
7-1-1 學生在「AI聊書同伴」聊書活動中的信心有何影響？ 68
7-1-2 學生在「AI聊書同伴」聊書活動中的聊書與閱讀反思表現有何影響？ 69
7-1-3 學生對「AI聊書同伴」的觀感為何？ 71
7-2 研究限制 72
7-2-1 學校課程規劃與時間安排 72
7-2-2 實驗時間過短與系統使用頻率不高 73
7-2-3 書籍背景資訊不足 73
7-3 未來展望 73
7-3-1 學習活動設計 73
7-3-2 研究方向拓展 74
7-3-3 系統設計 74
參考文獻 76
中文文獻 76
英文文獻 78
附錄一 AI聊書同伴提示詞(prompt)之設計 83
一、各領域書籍聊書規則設計提示詞 83
二、聊書建議與摘要提示詞 92

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指導教授

陳德懷

審核日期

2024-8-22

推文