在網路學習環境中，如何評量學生的學習狀態，並給予適當的回饋，是一個很重要的議題。雙層次測驗 (two-tier test) 被學者認為是一種有效的評量與回饋策略，有助於確認學生對於學習內容的瞭解程度，以及發現他們可能的迷思概念 (misconception) 。儘管透過這個策略可以提升學生的成績，但對於解決學生的學習焦慮仍然是一個挑戰。學者指出，透過機器人的互動模式，不只可以促進學習意願，更能透過機器人臉部的表情與肢體動作，增加學生在認知方面的投入程度。為了研究雙層次測驗與機器人結合的教學方法是否有效，本研究開發了機器人媒介的雙層次測驗互動模式 (Robot-mediated two-tier interactive mode, R-TTIM) ；同時，本研究在小學歷史課程設計了一個實驗，以探討所提出的評量模式的效果。參與者為三個班級的小學五年級學生；隨機抽樣分為二組，一組為實驗組，透過機器人媒介的雙層次測驗互動模式進行評量；另一組為控制組，透過網路媒介的雙層次測驗互動模式 (Web-mediated two-tier interactive mode, W-TTIM) 進行評量。實驗結果顯示，實驗組和對照組在各項學習成效上皆無統計上的顯著差異；這與原先的預期不同。於是，研究者進一步分析受測者的訪談內容，以了解兩組學生對於不同媒介引導模式的看法及感受；同時，探討機器人媒介的互動模式沒有達到預期成效的原因。最後，研究者提出本研究的限制和建議，以作為未來進行相關研究的參考。

It is important to evaluate students' situation of their studying, and to give proper feedback, in the environment of online learning. Researchers have indicated that two-tier test is a kind of effective strategy for feedback and evaluation by ensuring students' understanding as well as finding their possible misconceptions for the learning content they are studying. Despite the students' grades are improved using this strategy, solving their anxious problem remains a challenge. Several previous studies have reported that, learning from robots which have physical actions and facial reactions could not only boost students’ learning willingness, but also improve their learning engagement. Therefore, this research proposed a robot-mediated two-tier interactive mode (R-TTIM). To exam the effectiveness of the proposed approach, an experiment was conducted on an elementary school history course. The participants were three classes of fifth graders, who were randomly assigned to an experimental group using the R-TTIM and a control group using Web-mediated two-tier interactive mode (W-TTIM). There were no significant differences between the learning achievements and perceptions of the two groups, which is different from our expectations. Therefore, we analyzed the interview results to investigate the students’ perceptions of the learning process and to explore the reasons why the experimental results did not meet our expectations. Accordingly, we have raised suggestions and limitations for further studies.

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