基於生成式人工智慧之創作繪本系統建置與其對學生敘事能力之成效分析;Design and Implementation of a Generative Artificial Intelligence Picture Book Creation System: Impact on Students’ Narrative Competence

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题名:	基於生成式人工智慧之創作繪本系統建置與其對學生敘事能力之成效分析;Design and Implementation of a Generative Artificial Intelligence Picture Book Creation System: Impact on Students’ Narrative Competence
作者:	李昭逸;Lee, Chao-Yi
贡献者:	資訊工程學系
关键词:	生成式人工智慧;創作繪本;敘事能力;心流;情境興趣
日期:	2025-07-29
上传时间:	2025-10-17 12:45:49 (UTC+8)
出版者:	國立中央大學
摘要:	敘事能力在語言教育中越來越被重視，它涵蓋語言理解、組織與表達等能力，是培養學生語文素養與邏輯思維的重要基礎。而在全球化時代，英文是國際交流的主要媒介，讓學生從小熟悉英語，有助於未來的溝通與發展。生成式人工智慧的快速發展，為教育帶來新的教學模式，其能即時回應學生需求，幫助語言學習更個別化與有效率。因此本研究設計一套具有即時互動與回饋功能的創作繪本系統，輔助學生英文閱讀的理解、促進敘事表達的練習，並透過AI將學生的敘事生成圖片，再讓學生自行以英文配音，完成雙語有聲繪本，進而提升語言能力與學習參與度。本研究的對象是桃園市某國小五年級的學生，活動總共進行八週。學生使用系統功能，如AI輔助英文閱讀理解、AI輔助繪本圖片生成、AI提供即時評分回饋、同儕繪本分享及觀摩等，創作出屬於自己的繪本並分享給同學看。活動開始前後安排了敘事能力測驗和情境興趣的問卷，來了解系統是否有幫助到學生們的敘事和提高他們的閱讀動機；以及在每週活動結束後讓學生填寫心流問卷，了解學生在參與過程中的投入情況。同時也記錄學生在系統中的活動行為，如詢問故事內容、故事敘事練習、系統評分回饋等，進一步分析不同互動方式是否影響學習效果。研究結果顯示，學生在參與創作繪本活動後，心流與情境興趣皆有正向表現，其中控制力與觸發情境興趣有顯著提升；敘事能力方面，各向度及總分都有提升，其中在角色及背景、故事情節與故事結論等向度表現顯著進步，尤其對於先備能力較低的學生有明顯補強成效。此外，從學生展現出差異化的互動行為模式發現，使用輔助功能多次且有理解故事內容後再以自己話語敘事故事，以及有針對評分反饋修改敘事的學生，其學習成效也有進步。由此可見，創作繪本活動具備高度教學潛力，建議未來課程設計可持續優化系統互動機制、增強高層次敘事引導，並促進學生間的作品交流，以提升整體語言學習成效和學習動機。 ;Narrative competence has gained increasing importance in language education. It encompasses language comprehension, organization, and expression, and serves as a foundation for developing students′ literacy and logical thinking. In the context of globalization, English has become a key medium for international communication; thus, early exposure to English can enhance students′ future communicative abilities. With the rapid advancement of generative artificial intelligence (AI), new instructional models have emerged in education, offering real-time, personalized feedback to better support language learning. This study designed an AI-assisted interactive picture book creation system to support students′ English reading comprehension and foster narrative expression. Through the system, students generated illustrations based on their narratives using AI and recorded English voice-overs, producing personalized bilingual audiobooks to enhance language proficiency and engagement. The study involved fifth-grade students from an elementary school in Taoyuan, Taiwan, and was conducted over an eight-week period. Students used various system functions to create their own picture books, including AI-assisted reading comprehension, AI-generated illustrations, automated scoring and feedback, and peer sharing and viewing. Pre- and post-tests of narrative competence and situational interest were administered to examine the system′s impact on students′ storytelling ability and motivation. Additionally, weekly flow questionnaires were collected to understand students’ engagement levels. The system also recorded behavioral data such as querying story content, practicing narrative skills, and interacting with AI feedback, allowing further analysis of how different types of interaction influenced learning outcomes. Results showed that students demonstrated positive gains in both flow and situational interest, with significant improvements in perceived control and triggered interest. Narrative competence improved across all dimensions, particularly in character and background description, plot development, and story conclusions. Notably, students with lower initial abilities showed substantial improvement. Analysis of interaction patterns further indicated that students who frequently utilized support features, demonstrated story comprehension, narrated in their own words, and revised based on feedback achieved greater learning outcomes. These findings suggest that AI-assisted picture book creation holds strong pedagogical potential. Future implementations are encouraged to enhance interactive design, incorporate advanced narrative scaffolding, and promote peer collaboration to further improve students’ language learning outcomes and motivation.
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