AI同伴支持聊書與反思;AI Companion Supporting Book Discussions and Reflection

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题名:	AI同伴支持聊書與反思;AI Companion Supporting Book Discussions and Reflection
作者:	楊筱彤;Yang, Hsiao-Tung
贡献者:	網路學習科技研究所
关键词:	聊書;閱讀反思;學習同伴;聊天機器人;book discussion;reading reflection;learning companion;chatbots
日期:	2024-08-22
上传时间:	2024-10-09 17:10:51 (UTC+8)
出版者:	國立中央大學
摘要:	閱讀在兒童教育中扮演著至關重要的角色，不僅是知識的來源，更是語言能力和邏輯思維發展的重要基礎。臺灣致力於推動閱讀活動多年，「明日閱讀」計畫自2009年起，於全臺多所學校開展，推動「身教式持續安靜閱讀」(Modeled Sustained Silent Reading, MSSR)活動。經多年研究成果發現，「明日閱讀」計畫雖然成功培養了學生的閱讀興趣和習慣，但忽視了閱讀內容的多樣性和挑戰性，且學生缺乏反思和輸出閱讀知識的機會。為了解決這些問題，明日閱讀2.0應運而生。明日閱讀2.0主張閱讀除了建立於在原先1.0的「身教、習慣、興趣」之基礎，應進一步達到「廣博閱讀」、「大量閱讀」、「登台」目標，促使學生閱讀更廣泛和大量的書籍，並鼓勵學生透過登台進行演說或其他形式的口頭發表，將他們閱讀後的想法分享給他人，讓學生有機會展示他們的閱讀成果，並與同儕和教師進行互動和交流。本研究主要專注於設計AI聊書同伴，作為學生在正式「登台」前的練習工具。相比真人聊書，AI聊書同伴不受時間和地點的限制，並且不會感到疲憊或厭煩，能無限次重複解釋和引導。AI聊書同伴亦促進學生進行自主學習，鼓勵他們主動探索和練習，並且能更加放鬆和自信地表達想法。本研究採用了設計研究方法，對象是桃園某實驗小學的四到六年級學生，共37人。研究者使用了半結構式訪談以及系統使用資料分析，來全面了解學生與AI聊書同伴聊書的互動情況及其影響。研究結果顯示，AI聊書同伴的輕鬆互動環境提升了學生的口頭表達信心，並促進了他們在聊書與閱讀反思活動中的表現。隨著多次互動，學生逐漸增加了對AI聊書同伴的喜好度，顯示出該工具在提升學習參與度與學習體驗中的潛力。學生普遍對AI聊書同伴持正面觀感，並表示其在練習表達與反思上有所助益。 ;Reading plays a crucial role in children′s education, serving not only as a source of knowledge but also as an essential foundation for the development of language skills and logical thinking. Taiwan has been promoting reading activities for many years. Since 2009, the "Reading for Tomorrow" project has been implemented in many schools across Taiwan, advocating for "Modeled Sustained Silent Reading" (MSSR). Years of research have shown that although the Reading for Tomorrow project successfully cultivated students′ interest and habits in reading, it overlooked the diversity and challenge of reading content, and students lacked opportunities to reflect on and express the knowledge they gained from reading. To address these issues, "Reading for Tomorrow 2.0" was introduced. Reading for Tomorrow 2.0, building on the original 1.0 goals of "modeled reading, cultivating reading habits, and interest in reading," aims to further achieve the objectives of "Breadth Reading," "Quantity Reading," and "Staging." It encourages students to read a wider range and a larger quantity of books, and it motivates students to share their thoughts through presentations or other forms of oral expression, giving them opportunities to showcase their reading achievements and interact with peers and teachers. This study primarily focuses on designing an AI book discussion companion as a practice tool for students before their formal "Staging" . Compared to discussing books with real people, an AI companion is not limited by time or location, and it does not get tired or bored, capable of repeating explanations and guidance indefinitely. The AI companion also promotes autonomous learning, encouraging students to explore and practice actively, allowing them to express their ideas more confidently and comfortably. This study employed a design-based research method, focusing on 37 students from grades 4 to 6 at an experimental elementary school in Taoyuan. Researchers used semi-structured interviews and system usage data analysis to comprehensively understand students′ interactions with an AI book discussion companion and its effects. The results showed that the relaxed interaction environment provided by the AI book discussion companion enhanced students′ confidence in oral expression and improved their performance in book discussions and reading reflection activities. With repeated interactions, students gradually increased their preference for the AI book discussion companion, demonstrating its potential to enhance learning engagement and experience. Overall, students held a positive view of the AI book discussion companion and reported that it was beneficial in practicing expression and reflection.
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