線上學習助理對線上課程的學習成效-以通識課程為例

The Effectiveness of The Chatbot for Online Course – Based on General Course

伍廷翊(Ting-Yi Wu)

指導教授 ： 賀嘉生

共同指導教授 ： 鄭憲永(Shein-Yung Cheng)

中原大學/電機資訊學院/資訊工程研究所/碩士(2021年)

https://doi.org/10.6840/cycu202100405

摘要

本論文以聊天機器人來設計一個線上學習助理的學習輔助工具來讓線上通識課程的學生使用，研究目的為透過使用線上學習助理來讓學生了解自己在線上課程的學習狀況，以此促進學生自主前往線上教學平台學習線上課程，來培養學生的自律學習能力。
研究方式為在學期初與學期末時對學生施測自律學習量表的前測與後測，並在學期之間讓學生使用線上學習助理。將前後測的施測結果以相依樣本t檢定來檢定，觀察在前後測的量表施測結果是否有顯著差異，並以在學期之間的線上學習助理使用紀錄以及線上課程學習紀錄進行分析，觀察學生在線上課程的學習變化，來佐證自律學習量表呈現的差異性。在學期末時對學生施測科技接受模式量表，以此來確認學生對使用線上學習助理的滿意程度。
研究結果顯示使用線上學習助理可以正向影響學生的自律學習能力。從自律學習量表施測的檢定結果發現，在前後測的檢定結果有顯著差異。從學生的線上課程紀錄來看，學期初時學生兩週之內平均每日完成課程項目的人次有30人左右，到學期末時成長到平均每日50人左右，每日的完成人次有明顯的成長。從科技接受模式量表的施測結果，學生使用線上學習助理的滿意程度，在Likert式七點量尺的量表有5分以上的成績，表示大部分學生對線上學習助理略為滿意。

關鍵字

自律學習 ； 教育機器人 ； 問答系統 ； 科技接受模式

並列摘要

This research programs a chatbot to help the students learning the online general course, Let students know the contents what they didn’t finish in the course. To supervise students going to the online course to learn the lessons by themselves, and training their skill of the self-regulation learning.
The method has three parts in this research. One is giving the self-regulation learning (SRL) scale to the students in the beginning and the end of the semester to do pre-test and post-test. Use the paired sample test to test the result of the SRL scale what the students done, and observe if they are obviously different or not. The other is to analysis the record of the motion what they do to the chatbot and the course, to verify that the chatbot is helpful for students to learn the course and train their skill. The last is giving the technology acceptance model (TAM) scale to the students in the end of the semester. To observe the result of the TAM scale, then confirm if the students are satisfied with the chatbot or not.
Based on the result of this research, using the chatbot is helpful to the skill of the self-regulation learning. The results of the paired sample test are obviously different from each other. The students in the course who finish their lessons are 30 people within two weeks in the beginning of the semester, and 50 people within two weeks in the end of the semester. It is over 5 points to the TAM scale that 7 points is full scores, so the students are satisfied with the chatbot.

並列關鍵字

Self-Regulation Learning ； Educational Robotics ； Question Answering System ； Technology Acceptance Model

參考文獻

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.

Alimisis, D. (2013). Educational robotics: Open questions and new challenges. Themes in Science and Technology Education, 6(1), 63-71.

Bagozzi, R. P. (2007). The legacy of the technology acceptance model and a proposal for a paradigm shift. Journal of the association for information systems, 8(4), 3.

Bandura, A., McClelland, D. C. (1977). Social learning theory (Vol. 1): Englewood cliffs Prentice Hall.

Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers Education, 58(3), 978-988.