| 摘要: | 本研究為提升國小學生對議題探討的深度或是論述完整性，以模擬聯合國活動為架構，結合遊戲式學習，帶領學習者在活動過程中，扮演不同國家，與他國進行內政外交的互動，並針對海洋議題進行探討。由於活動過程中，國小學生可能會因為討論議題複雜無法提出完整論述，且教師可能無法針對單一學習個別進行回覆。透過AI融入活動過程，不僅能提供學習者們客製化的回覆，也幫助學習者提出更完整的國家宣言與決策。此外，觀察學習者在整體活動中與〈AIissue〉顧問的互動，了解學習者向〈AIissue〉顧問提問的問題。最後，讓學習者針對討論議題提出各國宣言及投票，並填寫立場文件表達國家及個人立場。
本研究透過質性研究為主，量化問卷為輔的形式，針對學習者與〈AIissue〉顧問的對話內容進行文字分析。首先，針對學習者〈AIissue〉顧問所提問的問題，探討學習者的提問層次與類型，並透過〈AIissue〉顧問的回覆與立場文件的比對，探究AI顧問對學習者的影響。同時分析學習者在遊戲中所填寫的個人版與國家版立場文件，探究各國針對活動討論議題所提出的決策以及考量面向為何。最後透過活動滿意度問卷調查，收集學習者對本活動的回饋為何。
研究結果從AI對話歷程中分析，發現各國學習者在提問時，提問的內容以高層次的分析型問題與評估型問題為主，顯示其活動過程中提問能力的提升。與立場文件的宣言內容進行比對分析後，發現各國受〈AIissue〉顧問的影響程度不一，但整體而言，〈AIissue〉顧問在活動中扮演策略建議提供者的角色，幫助各國學習者以經濟、外交或是環境保育等面向提出國家決策。最後，本活動獲得學習者的普遍好評，也認為在活動過程中融入AI應用，能更加提升學習者的AI素養能力。
;This study aims to enhance elementary school students’ depth of issue exploration and the completeness of their arguments by incorporating a Model United Nations framework combined with game-based learning. During the activity, learners are assigned roles of different countries and engage in both domestic and international phases, with discussion topics focusing on ocean-related issues. However, younger students may struggle to articulate complete arguments, and teachers may find it difficult to provide personalized feedback. To address this, the integration of an AI consultant, AIissue, provides personalized responses to each student, supporting them in proposing more comprehensive national statements and strategies. The study also observes learners’ interactions with AIissue throughout the activity, particularly analyzing the conversation records. In the final stage, students present national statements, while also completing position papers to express their stances.
This study adopts a primarily qualitative research approach, supplemented by quantitative questionnaire data. It conducts textual analysis of dialogues between learners and AIissue. First, the levels and types of questions posed by students to AIissue are examined, followed by an analysis comparing AIissue’s responses with the content of position papers to assess the AI’s influence. In addition, the study analyzes both individual and national position papers to understand the decision-making reasons and factors of each country during the activity. Lastly, a satisfaction survey is conducted to gather learners’ feedback on the activity.
The results reveal that students primarily asked higher-order analytical and evaluative questions, indicating an improvement in their questioning skills during the activity. A comparison of AIissue’s responses and the declarations in the position papers shows different levels of influence. AIissue served as a strategic advisor, helping students making decisions from different perspectives. Overall, the activity received highly positive feedback from participants, who reported that the integration of AI enhanced both their learning experience and AI literacy. |
