此外為驗證具管家學習模式之對話機器人是否能夠提升學習成效，本研究開發了課中及課後的手機情境學習平台作為教室情境學習系統的延伸，使學習者能夠在學習管家的陪伴監督下複習課堂所學，另外於教室情境學習系統上學習者亦能夠和學習管家一同彩排。最終，研究結果指出以學習管家為模式之聊天機器人能夠提升學習成效。 ;Chatbots are currently designed as a service provider to meet specific needs of the user. Besides, the majority of chatbots in education are designed for learners and few of them are designed for both learners and the teacher. As a consequence, this study proposed the butler and nanny learning model, which suggests the learning assisting chatbot to play the role of a butler or a nanny and to possess the characteristics of time management, emotion management, encouragement, learning goal prompts, multiple-branch scripts and dubbing management. By adopting this learning model, the chatbot can remind learners of the time or deadlines of various learning activities, give encouragement during the learning process and also prompts about learning goals, interact with learners through variable dialogue scripts and personalized dubbing and, last but not least, take care of learners’ feeling as well as give suitable feedback at any time.
Moreover, in order to verify whether the situational learning system with the butler and nanny learning model can improve the learning outcome, this study developed a mobile situational learning platform as an extension of the classroom situational learning system, so that learners can be further accompanied and supervised by the learning butler or learning nanny in class and after class. During class, learners can also rehearse with the learning butler or learning nanny in the classroom situational learning system. Ultimately, the research result indicates that chatbots modeled as learning butler or learning nanny can improve learning outcomes.
