具情緒表情變化之聊天機器人對國小學生英語閱讀興趣影響;The Effect of Chatbot with Emotional Facial Expression on Elementary School Students’ Interest in English Reading

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题名:	具情緒表情變化之聊天機器人對國小學生英語閱讀興趣影響;The Effect of Chatbot with Emotional Facial Expression on Elementary School Students’ Interest in English Reading
作者:	董彥甫;Tung, Yan-Fu
贡献者:	資訊工程學系
关键词:	英語閱讀;聊書;聊天機器人;感知;心流;GODSPEED;情境興趣;對話式閱讀;表情機器人;English reading;book talk;chatbot;perception;flow;godspeed scales;situational interest;dialogic reading;facial expression robots
日期:	2022-08-18
上传时间:	2022-10-04 12:06:06 (UTC+8)
出版者:	國立中央大學
摘要:	英語是主要的國際語言，在我國現今的教育中更是重點培養的能力。而英語的教學方式是熱門的研究問題；相關研究指出，對話式閱讀或稱分享式閱讀能夠提升學童對於英語閱讀的興趣及深度，本研究在對話式聊書機器人的基礎上進一步探究，當聊書機器人具情緒表情回應時，孩童聊書過程對話方式、對聊書機器人的感受、聊書過程中投入的程度，以及對其閱讀情境興趣是否有影響。本研究實驗對象為臺灣桃園市某國小四年級共計55位的學生；學生分為情緒表情組及純文字組，純文字組使用純文字介面之聊書機器人，情緒表情組使用具情緒表情變化之聊書機器人。聊書活動共進行2次，每次活動皆由學生自由挑選英文書籍並在閱讀後與聊書機器人分享。學生分享方式無任何限制。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。研究發現，情緒組學生心得分享的字數較文字組學生多。但樂於與機器人分享書籍並沒有幫助到閱讀情境興趣提升。而純文字組學生較投入在閱讀本身，閱讀情境興趣有顯著提升。此外，先備知識差異在使用不同聊書機器人時的體驗不同。低成就學生使用純文字組機器人聊書效果較好，閱讀情境興趣上升且維持。情緒表情組學生在訪談中普遍認為與機器人聊書是好玩的活動，也願意為機器人準備書籍，但會挑選較簡單好聊的書，比較不會想要挑戰高難度的書。因此可能對閱讀興趣沒有明顯的幫助。高成就學生閱讀興趣較穩定不受機器人影響。 ;English is the main international language, and it is the most important ability to cultivate in our country′s current education. The teaching method of English is a hot research issue; related research points out that conversational reading or shared reading can enhance students’ interest and depth in English reading. When the book robot responded with emotional facial expressions, whether the children’s conversational style, their feelings towards the robot, the degree of engagement in the book talk process, and the interest in the reading situation had any influence. The subjects of this study were 55 fourth-grade students from an elementary school in Taoyuan City, Taiwan. The students were divided into an emotional expression group and a text-only group. The text-only group used a text-only chatbot, and the emotional-expression group used emotional expression Chatbot. There were 2 book talk activities, and in each activity, students freely selected English books and shared them with the chatbot after reading. There are no restrictions on how students can share. This research mainly collects and analyzes the students′ flow, the relationship with the robot, and the dialogue data during the chatting process, and finally conducts individual interviews for each student. The study found that students in the emotion group shared more words than those in the text group. But the willingness to share books with the robot did not help with the situational interest (SI) in reading. Students in the text-only group were more engaged in reading itself, and their interest in reading situations was significantly improved. In addition, prior knowledge will lead to different experiences with different chatbots. Low-achieving students use the text-only group chatbot to chat better, and their interest in reading situations increases and keep. In the interviews, students in the emotional expression group generally believed that chatting with the chatbot was a fun activity, and they were willing to prepare books for the chatbot, but they would choose simpler books to talk about, and would not want to challenge difficult books. So there may be no obvious help for reading interest. The reading interest of high-achieving students is relatively stable and unaffected by chatbots.
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