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。;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.
