| dc.description.abstract | 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. | en_US |