結合生成式人工智慧與自然語言處理技術之科學探究定題自動回饋鷹架開發與初步評估

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蔡狄澄(Ti-Cheng Tsai) 查詢紙本館藏

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網路學習科技研究所

論文名稱

結合生成式人工智慧與自然語言處理技術之科學探究定題自動回饋鷹架開發與初步評估
(Development and Preliminary Evaluation of an Automatic Feedback Scaffolding for Generating Questions During Scientific Inquiry:Using Generative Artificial Intelligence and Natural Language Processing Technologies)

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至系統瀏覽論文 (2028-7-6以後開放)

摘要(中)

隨著台灣教育部自 2014 年實施的「十二年國民基本教育課程綱要總綱」強調全人教育及自主學習的重要性，高中已將自主學習納入課程，並規劃多種類型的活動，如探究與實作、專題研究及服務學習等，幫助學生解決問題、制定策略、創新思維及生成成果，培養靈活理解和終身學習技能。課綱前言指出，教育應致力於培養具有國際視野、自主學習能力、創新思維和社會責任感的全人。全球化和科技發展使自主學習成為21世紀生存的關鍵能力，並達成終生學習目標。在科學探究範疇，科學家進行探究專題時經歷定義問題、規劃步驟、執行計劃、自我監督及結果檢視等自主學習過程。類似學習模式能提高學生參與度、技能發展及真實環境應用能力。本研究利用自然語言處理技術開發教育聊天機器人，作為學生學習夥伴，提供個性化學習體驗和即時回饋，並透過問卷調查法針對43位高中生進行資料蒐集，評估學習者對系統的科技接受度及其功能與輔助工具的知覺有用性，並蒐集建議與回饋，以及透過問卷調查法針對3位高中自然科現場教師進行資料蒐集，評估「科學探究定題自動回饋鷹架」研究問題之適用性。研究結果顯示，學生以及高中自然科現場教師皆對「科學探究定題自動回饋鷹架」給予正向回饋，期望本研究能為未來研究或系統開發與研究提供參考。

摘要(英)

Following the ′General Guidelines of the 12-Year Basic Education Curriculum′ implemented by Taiwan′s Ministry of Education in 2014, which stresses holistic education and autonomous learning, high schools have integrated self-directed learning into their curriculum. This integration involves activities such as inquiry-based projects, specialized research, and service learning, aimed at enhancing problem-solving, innovative thinking, and lifelong learning skills. The curriculum emphasizes developing individuals who are globally aware, capable of self-directed learning, innovative, and socially responsible. This study leverages natural language processing technology to develop an educational chatbot, serving as a learning companion to provide personalized experiences and immediate feedback for students. Data was collected via surveys from 43 high school students to evaluate their acceptance of the technology, the perceived usefulness of the system’s functions and tools, and to gather improvement suggestions. Additionally, feedback from three high school science teachers was collected to assess the effectiveness of the ′Automatic Feedback Scaffolding for Scientific Inquiry Questioning.′ Results indicate that both students and teachers provided positive feedback on the scaffolding tool, highlighting its potential to influence future research and development in educational systems.

關鍵字(中)

★ 科學探究
★ 自然語言處理
★ 自我導向學習
★ 生成式人工智慧

關鍵字(英)

★ scientific inquiry
★ natural language processing
★ self-directed learning
★ generative artificial intelligence

論文目次

摘要 I
ABSTRACT II
致謝 III
目錄 IV
表目錄 X
圖目錄 XII
第一章緒論 1
第一節研究背景與動機 1
一、研究背景 1
二、研究動機 3
第二節研究目的 4
一、開發「科學探究定題自動回饋鷹架」 4
二、對已完成開發的「科學探究定題自動回饋鷹架」進行初步評估 5
第三節研究問題 6
一、學習者對於「科學探究定題自動回饋鷹架」之科技接受度為何？ 6
二、學習者對於「科學探究定題自動回饋鷹架」之鷹架輔助功能及工具知覺有用性為何？ 6
三、學習者對於「科學探究定題自動回饋鷹架」之系統建議與回饋為何？ 7
四、對於「科學探究定題自動回饋鷹架」之自然語言模型成效為何？ 7
五、教學現場教師對於「科學探究定題自動回饋鷹架」之最後研究問題之評估為何？ 7
第四節名詞解釋 8
一、科學探究（Scientific Inquiry） 8
二、自然語言處理（Natural Language Processing） 8
三、自主學習（Self-directed Learning） 8
第五節研究範圍與限制 10
第二章文獻探討 11
第一節自然語言處理 11
一、生成式人工智慧（Generative AI, GAI） 11
二、大型語言模型（Large Language Model, LLM） 13
三、檢索增強生成（Retrieval-Augmented Generation, RAG） 15
四、量化（Quantizition） 18
五、低秩適應技術（Low-Rank Adaptation, LoRA） 20
六、向量檢索（Elasticsearch） 24
七、小結 25
第二節自主學習 26
一、自主學習 26
二、自主學習的痛點 28
三、小結 29
第三節科學探究 30
一、科學探究 30
二、新式科學探究架構 34
三、小結 35
第四節相關系統介紹以及分析與比較 36
一、相關系統介紹 36
二、相關平台分析與比較 41
三、小結 44
第五節總結 45
第三章系統設計與實作 46
第一節系統開發方式 46
一、系統開發人員架構圖 46
二、系統開發流程 47
第二節系統設計與規劃 49
一、系統範圍 49
二、系統功能模組 53
三、系統使用案例 56
第三節邏輯與資料處理接口實作 57
一、資料流流程規劃 57
二、API之設計與實作 58
三、資料庫設計 61
第四節自然語言處理實作 64
一、資料準備與前處理 64
二、訓練環境與設備配置 69
三、文本相似度實作 73
四、訓練實作 75
第五節系統介面與功能 83
第六節系統配置 86
一、硬體設備與環境 86
二、軟體建置 86
三、使用環境建議 86
第四章研究方法 87
第一節研究對象 88
一、受測學習者基本資料 89
二、受測學習者之科技輔助學習相關經驗 89
三、受測學習者之科技輔助科學探究相關經驗 90
第二節施測及評估與結果分析流程 91
一、施測及評估階段 91
二、結果分析階段 91
第三節系統評估流程 92
一、系統平台介紹 93
二、系統平台操作 93
三、系統問卷施測與建議回饋 93
第四節鷹架評估流程 94
一、資料蒐集與整理 94
二、評測資料生成 94
三、鷹架功能評測 95
第五節研究工具 96
一、學習者對於「科學探究定題自動回饋鷹架」之科技接受度五點量表 97
二、學習者對於「科學探究定題自動回饋鷹架」之鷹架功能及輔助工具知覺有用性五點量表 98
三、學習者對於「科學探究定題自動回饋鷹架」之其他回饋問卷 99
四、對於「科學探究定題自動回饋鷹架」之自然語言模型成效為何 100
五、教學現場教師對於「科學探究定題自動回饋鷹架」最後研究問題之評估五點量表 102
六、結果分析編碼方式 103
第六節資料收集與分析 104
一、資料收集 104
二、資料分析 104
第五章研究結果與討論 105
第一節學習者對於「科學探究定題自動回饋鷹架」科技接受度 106
一、學習者對於「科學探究定題自動回饋鷹架」之整體知覺有用性 106
二、學習者對於「科學探究定題自動回饋鷹架」之整體知覺易用性 109
三、學習者對於「科學探究定題自動回饋鷹架」之整體使用意願 111
四、小結 113
第二節學習者對於「科學探究定題自動回饋鷹架」鷹架工具及輔助工具知覺有用性 114
一、學習者對於「科學探究定題自動回饋鷹架」之主題選擇鷹架知覺有用性為何？ 114
二、學習者對於「科學探究定題自動回饋鷹架」之科學知識解答鷹架知覺有用性為何？ 115
三、學習者對於「科學探究定題自動回饋鷹架」之引導問題鷹架知覺有用性為何？ 116
四、學習者對於「科學探究定題自動回饋鷹架」之提問鷹架知覺有用性為何？ 117
五、學習者對於「科學探究定題自動回饋鷹架」之查詢科展作品工具知覺有用性為何？ 118
六、小結 119
第三節學習者對於「科學探究定題自動回饋鷹架」之系統建議與回饋 120
一、功能建議 120
二、操作建議 121
三、未來使用意願與原因 122
第四節對於「科學探究定題自動回饋鷹架」之自然語言模型成效為何 123
第五節教學現場教師對於「科學探究定題自動回饋鷹架」最後研究問題之評估為何 126
第六章結論與建議 129
第一節研究結論 129
一、「科學探究定題自動回饋鷹架」協助學習者科學探究學習是有用的 129
二、「科學探究定題自動回饋鷹架」協助學習者進行科學探究學習是容易上手且容易使用的 129
三、「科學探究定題自動回饋鷹架」對於學習者而言，具有很高的使用意願 130
四、「科學探究定題自動回饋鷹架」所提供的輔助工具與鷹架對於學習者是有用的 130
五、「科學探究定題自動回饋鷹架」之自然語言模型在文本生成任務中具有一定能力 130
六、「科學探究定題自動回饋鷹架」所提供的研究問題對於學習者是有用的但應重點關注研究問題的清晰度、教學適應性 130
第二節未來系統發展建議 132
一、功能改進建議 132
二、系統發展建議 132
參考文獻 134
附錄 142
附錄一 142
附錄二 147

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指導教授

吳穎沺

審核日期

2024-7-23

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