結合生成式人工智慧之探究式學習同伴系統以增進研究生資料視覺化素養能力

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姓名

賴霈洲(Pei-Jhou Lai) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

結合生成式人工智慧之探究式學習同伴系統以增進研究生資料視覺化素養能力
(Enhancing Graduate Students′ Data Visualization Literacy through an Inquiry-Based Learning Companion System Integrated with Generative AI)

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至系統瀏覽論文 (2029-8-1以後開放)

摘要(中)

在當今資料爆發的時代中，學生的資料素養能力已成為對未來競爭力產生深遠影響的關鍵技能。學生能否利用手頭的資料回答問題，反映了他們的資料素養水準。透過視覺化技術，資料得以轉化為資訊，不僅更具傳達效果，同時也培養了學生根據背景敘事的能力。在學生處理資料時，常常會遇到迷茫困惑的情況。透過生成式人工智慧的輔助，讓其擔任老師、同儕、專家等角色，與學生一同進行學習與探究。這種探究式學習過程有助於學生建立堅實的資料素養基礎，讓他們能夠持續成長。
因此，本研究基於生成式人工智慧技術，開發智慧探究式學習同伴系統，旨在為學生在課程中進行聊天探究學習提供支援。該系統利用生成式人工智慧的技術建立了一個聊天機器人，使學生能夠與之互動提問，獲取知識和學習。同時，系統還提供討論區，讓同組同學可以查看和討論與聊天機器人的對話過程，從中提升與生成式人工智慧探究問題答案的能力。本研究將系統應用至學習環境中，針對臺灣北部某大學研究所之碩士班與在職專班學生共53位，展開為期16周的課程學習輔助，探討系統導入後學生資料素養、視覺化能力、學習動機之影響。
本研究結果顯示，通過生成式人工智慧開發的智慧探究式學習同伴系統能夠顯著提升學生的資料視覺化圖表理解能力。實驗組學生的資料視覺化圖表理解能力整體進步明顯優於控制組。學習同伴系統不僅能彌補現場教學資源的不足，還能克服地點和時間的限制，作為學生的學習夥伴，提供良好的互動態度，並即時解答問題或進行資料觀點的分析與討論。同時，系統還訓練學生在提問過程中的精準度，提升他們的提問技巧，使其能在資訊時代中迅速掌握問題的關鍵，並提出針對性的解決方案。

摘要(英)

In the era of data explosion, students′ data literacy skills have become a key competence that significantly impacts their future competitiveness. The ability of students to use available data to answer questions reflects their level of data literacy. Through visualization techniques, data is transformed into information, enhancing communication effectiveness and developing students′ ability to narrate based on context. When dealing with data, students often encounter confusion and uncertainty. With the assistance of generative artificial intelligence (GenAI), which can act as a teacher, peer, or expert, students engage in learning and inquiry together. This inquiry-based learning process helps students build a solid foundation in data literacy, enabling continuous growth.
Therefore, this study developed a Smart Inquiry-Based Learning Companion System based on GenAI technology to support students in their course-related chat-based inquiry learning. The system utilizes GenAI to create a chatbot with which students can interact, ask questions, and acquire knowledge. Additionally, the system includes a discussion area where group members can review and discuss their interactions with the chatbot, enhancing their ability to explore questions and find answers using GenAI. This study applied the system to a learning environment involving 53 master′s and part-time students from a university in northern Taiwan over a 16-week period to examine the system′s impact on students′ data literacy, visualization skills, and learning motivation.
The results of this study indicate that the Smart Inquiry-Based Learning Companion System developed with GenAI can significantly improve students′ understanding of data visualization charts. The experimental group showed a marked improvement in data visualization chart comprehension compared to the control group. The learning companion system not only compensates for the limitations of onsite teaching resources but also overcomes location and time constraints. As a learning partner, it offers good interaction and immediate responses to questions, as well as analysis and discussion of data perspectives. Moreover, the system trains students to ask precise questions, enhancing their questioning skills, allowing them to quickly identify key issues and propose targeted solutions in the information age.

關鍵字(中)

★ 資料素養
★ 探究式學習
★ 生成式人工智慧
★ 學習同伴

關鍵字(英)

★ Data literacy
★ Inquiry-based learning
★ Generative artificial intelligence
★ Learning companion

論文目次

中文摘要 i
Abstract ii
誌謝 iv
目錄 v
圖目錄 x
表目錄 xii
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 2
1-3 研究問題 3
1-4 名詞定義 3
二、文獻探討 5
2-1 生成式人工智慧 5
2-1-1 生成式人工智慧的特色 5
2-1-2 生成式人工智慧的應用 6
2-2 聊天機器人 7
2-2-1 聊天機器人的起源 7
2-2-2 聊天機器人的應用 8
2-2-3 聊天機器人的輔助 8
2-3 學習同伴 9
2-3-1 教學對話代理與虛擬學習同伴 9
2-3-2 虛擬學習同伴於教育中的角色 10
2-4 資料素養 11
2-4-1 資料素養能力 11
2-4-2 資料素養模型 12
2-4-3 資料素養評量 14
2-5 探究式學習 14
2-5-1 探究式教學法 15
2-5-2 探究式學習特點 15
2-5-3 探究學習在教育場景應用 16
2-6 學習動機 17
2-6-1 學習動機的因素 18
2-6-2 內在/外在動機 18
2-6-3 提升學習動機 19
三、系統設計與實作 20
3-1 系統簡介 20
3-2 系統環境架構 20
3-2-1 伺服器環境 20
3-2-2 前端使用者介面 20
3-2-3 後端技術 21
3-2-4 程式開發與提示詞 21
3-2-5 智慧探究式學習同伴系統架構圖 22
3-3 系統功能介紹及設計概念 23
3-3-1 功能列表、網站地圖 23
3-3-2 智慧探究式學習同伴系統聊天室介紹 25
3-3-3 智慧探究式學習同伴系統討論區介紹 26
3-3-4 智慧探究式學習同伴系統儀表板介紹 30
四、研究方法 36
4-1 研究設計 36
4-2 研究對象 36
4-3 實驗設計 36
4-3-1 教材製作前置期 37
4-3-2 教學實踐期 38
4-3-3 資料分析期 41
4-4 研究工具 41
4-4-1 視覺素養能力評量 41
4-4-2 評估學生探究能力量表 41
4-4-3 學生探究能力自評量表 42
4-4-4 資料素養問卷 42
4-4-5 學習動機問卷 42
4-4-6 資料視覺化個人實作作業 43
4-4-7 資料視覺化小組專題作業 44
4-4-8 系統可用性與易用性問卷 44
4-4-9 生成式人工智慧態度之開放式問題 45
4-5 資料收集與分析 46
4-5-1 敘述性統計 46
4-5-2 問卷信度分析 46
4-5-3 常態分佈 47
4-5-4 曼惠特尼U檢定 47
4-5-5 魏克森符號檢定 47
4-5-6 滯後序列分析 48
4-5-7 評分者交互一致性 (Cohen’s kappa) 48
4-5-8 共變異數分析(ANCOVA) 48
五、研究結果 49
5-1 資料視覺化圖表理解力 49
5-2 探究能力 50
5-3 資料素養能力 54
5-4 學習動機與學習策略 55
5-4-1 學習動機價值成分 55
5-4-2 學習動機期望成分 58
5-4-3 學習動機情感成分 61
5-4-4 學習策略認知與後設認知 62
5-4-5 學習策略資源管理 65
5-5 系統可用性與易用性分析 68
5-6 學習同伴系統引導學生聊天序列分析 69
5-6-1 行為序列敘述性統計 70
5-6-2 整體學生聊天行為序列 70
5-6-3 高資料視覺化圖表理解組聊天行為序列 71
5-6-4 中資料視覺化圖表理解組聊天行為序列 73
5-6-5 低資料視覺化圖表理解組聊天行為序列 75
5-7 開放式問題探討 77
5-7-1 生成式人工智慧在問題解決和觀點分析均能提供支持 77
5-7-2 生成式人工智慧優點與缺點 78
5-7-3 生成式人工智慧增加提問技巧 79
六、討論 81
6-1 GenAI 產生探究式學習模型在學科能力與探究能力變化 81
6-2 GenAI對於學習動機無顯著變化 82
6-3 聊天機器人於課程中的輔助 82
6-4 聊天機器人扮演學習同伴 83
6-5 生成探究式學習步驟 83
七、結論與建議 85
7-1 研究結論 85
7-1-1 智慧探究式學習同伴系統提升資料視覺化圖表理解能力 85
7-1-2 智慧探究式學習同伴系統對於資料素養能力無顯著差異 85
7-1-3 智慧探究式學習同伴系統對於探究能力自評無顯著差異 86
7-1-4 智慧探究式學習同伴系統對於學習動機無顯著差異 86
7-1-5 智慧探究式學習同伴系統協助學生解決問題 86
7-1-6 智慧探究式學習同伴系統成為虛擬學習同伴 87
7-2 研究限制 87
7-2-1 探究式學習框架沒有強制性 87
7-2-2 實驗樣本數較小 87
7-2-3 控制組生成式人工智慧使用的限制 87
7-2-4 聊天室區分任務主題困境 88
7-2-5 GPT差異 88
7-3 未來展望 88
參考文獻 90
附錄一知情同意書 97
附錄二探究能力問卷 99
附錄三資料素養問卷 100
附錄四學習動機問卷 102
附錄五學習策略問卷 104
附錄六系統面向問卷 107
附錄七探究能力問卷分析結果 108
附錄八資料素養問卷分析結果 112
附錄九學習動機價值成分問卷分析結果 119
附錄十學習動機期望成分問卷分析結果 123
附錄十一學習動機情感成分問卷分析結果 127
附錄十二學習策略認知與後設認知問卷分析結果 129
附錄十三學習策略認資源管理問卷分析結果 135
附錄十四課程開放式問題 137
附錄十五前測視覺素養能力評量 138
附錄十六後測視覺素養能力評量 142
附錄十七每週任務 145
附錄十八全球超級市場訂單2016_中譯版 146
附錄十九交通部觀光局來臺資料97年1月至108年12月 147

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指導教授

洪暉鈞(Hui-Chun Hung)

審核日期

2024-7-26

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