教育機器人已應用於各種領域中，大多擔任教師或同伴等角色，且大多研究皆證實教育機器人可以有效提升學習動機及學習成效。另外有研究提及，在新穎效應結束後，人們會對機器人失去興趣並且改變態度，而大多數的研究較少考慮到長期關係的重要性。而透過依戀關係及建立共享經驗便是維持人機關係的方式之一，共享經驗可初步建立人機情感聯繫，接著產生的依戀關係讓兩者感情更為緊密，進而推進學習動力。但這樣的關係卻鮮少被用於教育領域中。 為了讓教育機器人不再因時間推進而減少學習次數，本研究提出嶄新的教育機器人的設計模式，將寵物機器人應用於教育領域中，並引入情繫理論及在共享經驗中加入共同目標來維持機器人與學習者的長期關係。藉由主人照顧寵物及寵物陪伴支持主人的互動模式來建立依戀關係，再利用學習的共同目標來建立寵物與主人間的共享經驗，藉此提升學生學習時間，推進學習動力，最終提升成效。 為了驗證此學習模式是否能提升學習成效，本研究進一步將系統應用於實際課程中。研究結果證明，使用具長期依戀關係的寵物機器人，比起一般僅陪伴學習的學習夥伴機器人，學生會因此而更投入學習活動，進而提升學習成效。使用寵物機器人的學生不會因為時間推進而減短學習時間，也會因與寵物機器人的情繫關係而提升學習動機，達到更好的學習效果。 ;Educational robots have been widely applied in various domains, serving roles such as teachers or peers, and also previous studies have shown their effectiveness in enhancing learning performance. However, people often overlook the importance of long-term relationships. Because once the novelty wears off, people tend to lose interest in robots and change their attitudes. Building attachment through shared experience is one of the ways to maintain human-robot relationships. Shared experience can initially establish a human-robot emotional connection, leading to closer attachment relationships and ultimately boosting learning motivation. However, such relationships are rarely used in education. In order to prevent educational robots from reducing the number of learning times due to time advancement, this study proposes a new design pattern for educational robots by using pet robots into the educational context. Using bonding theory and adding common goals into shared experiences to maintain long-term learner-robot relationships. Build an attachment relationship through the interaction model of taking care of the pet and the pet accompanies the owner, and then use the common goal of learning to establish a shared experience between learners and their pet robots, thereby increasing learning time, promoting learning motivation, and ultimately improving learning outcomes. To verify whether this learning model can improve learning outcomes, this study applies this system to and actual learning environments. The results show that compared with a learning partner robot, students using pet robots with long-term attachment relationships will be more involved in learning activities and achieve better learning performance. Students who use pet robots will not shorten their learning time and their learning motivation is enhanced by the emotional bond formed with the robotic pets, leading to superior learning performance.
