基於依附理論設計的多管道AI寵物機器人以維持長期學習參與並提升學習成效

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彭治揚(Chih-Yang Peng) 查詢紙本館藏

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資訊工程學系

論文名稱

基於依附理論設計的多管道AI寵物機器人以維持長期學習參與並提升學習成效
(Based on Attachment Theory to Design Multi-Channel AI Pet Robot to Sustain Long-Term Learning Engagement and Improve Learning Outcomes)

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摘要(中)

在教育領域上，教育機器人能夠吸引學生使用，但是新穎效應結束後，較難維持長期參與。為了延長學生使用教育機器人學習，一種方法是將教育機器人設計成像寵物一樣的關係讓學生去照顧，來建立兩者情感連結。為了解決傳統實體教育機器人的一些限制，例如受到時間、空間的限制，使學生無法無時無刻地使用，在長期內難以維持使用者的參與度和動機，以及缺乏與使用者建立深厚情感連結和依附的能力。本研究希望基於依附理論，設計一種多管道AI寵物機器人，通過實體與數位方式存在，並提供學生自訂數位分身的形式與學生互動，增強學生與寵物機器人的情感連結，讓學生更能連結到學習活動。本研究在桃園某科技大學針對65名餐旅管理系的大學生進行為期十二周的實驗，並透過SPSS分析學生前後測、問卷結果，並在實驗最後與實驗組的學生、老師進行訪談。實驗結果表明，這種基於依附理論設計的多管道AI寵物機器人，能夠讓學生藉由與寵物的互動的依附關係，建立兩者情感連結，進而讓學生連結到學習活動，來維持學生的長期學習參與，最終提升學習成效。

摘要(英)

In the field of education, educational robots can attract students′ usage, but it is challenging to sustain long-term engagement once the novelty effect wears off. To prolong students′ use of educational robots for learning, one approach is to design these robots to establish a pet-like relationship, encouraging students to care for them and thus build an emotional connection. This study aims to address the limitations of traditional physical educational robots, such as restrictions due to time and space, difficulty in maintaining user engagement and motivation over the long term, and the lack of ability to form deep emotional bonds and attachment with users. Based on attachment theory, this research designs a multi-channel AI pet robot that exists both physically and digitally, allowing students to interact with a customized digital avatar, enhancing the emotional connection between students and the pet robot, and fostering a stronger link to learning activities. The study was conducted over twelve weeks with 65 Hospitality Management students at a university in Taoyuan. Using SPSS, the study analyzed pre-and post-tests, questionnaire results, and conducted interviews with students and teachers in the experimental group at the end of the experiment. The results show that the multi-channel AI pet robot designed based on attachment theory can help students establish an emotional bond through interaction with the pet. This bond facilitates a stronger connection to learning activities, maintaining long-term student engagement and ultimately improving learning outcomes.

關鍵字(中)

★ 教育機器人
★ 寵物機器人
★ 連結理論
★ 依附理論
★ 長期關係
★ 個性化
★ 多管道
★ ChatGPT

關鍵字(英)

★ Educational Robot
★ Pet Robot
★ Bonding Theory
★ Attachment Theory
★ Long-term Relationship
★ Personalization
★ Multi-channel
★ ChatGPT

論文目次

中文摘要 I
英文摘要 II
誌謝 IV
目錄 V
圖目錄 VIII
表目錄 X
第一章緒論 1
1.1. 研究背景 1
1.2. 研究目的 3
1.3. 研究待答問題 3
第二章文獻探討 4
2.1. 教育機器人 4
2.2. 寵物機器人 5
2.3. 依附理論 6
2.4. 長期關係 7
2.5. ChatGPT 8
2.6. 多管道 9
2.7. 小結 10
第三章以人為中心的設計 11
3.1. 學習模型與模式 11
3.1.1. 系統設計理念 11
3.1.2. 學習模型 11
3.1.3. 學生學習模式 12
3.1.4. 老師教學模式 16
3.2. 系統解決方法 18
3.2.1. 寵物機器人AI對話 19
3.2.2. 使用者可自訂數位分身 22
3.2.3. 實體管道寵物機器人 28
3.2.4. 數位管道寵物機器人 30
3.3. 系統原型實作 34
3.3.1. 系統架構 34
3.3.2. 系統開發環境 35
3.3.3. 系統老師使用者介面 36
3.3.4. 系統學生使用者介面 40
3.3.5. 數位學習劇場 43
第四章實驗設計 44
4.1. 實驗假設 44
4.2. 實驗對象 44
4.3. 實驗教材 44
4.4. 實驗流程 45
4.5. 實驗操作 47
4.6. 實驗評測工具 49
4.6.1. 前測與後測試卷 50
4.6.2. 問卷量表 50
4.6.3. 訪談 50
第五章研究結果與討論 51
5.1. 前後測結果與討論 51
5.1.1. 常態分佈檢定 51
5.1.2. ANCOVA檢定 52
5.2. 口說練習系統使用紀錄與討論 53
5.3. 線上學習平台使用紀錄與討論 54
5.3.1. 學習活動 54
5.3.2. 寵物機器人互動 55
5.4. 問卷結果與討論 56
5.4.1. 學習動機 57
5.4.2. 機器人依戀 58
5.5. 訪談結果與討論 58
5.5.1. 老師訪談結果與討論 59
5.5.2. 學生訪談結果與討論 60
第六章結論與建議 65
6.1. 結論 65
6.2. 建議 65
6.2.1. 寵物機器人設計 66
6.2.2. 擴展應用領域 66
參考文獻 67
附錄一情境學習劇本教材 73
附錄二前測試卷 79
附錄三後測試卷 81
附錄四施測問卷 83

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指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2024-7-26

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