藝術課程著重於理論與實作技能的鏈結，為使藝術作品能完整的發展與實踐，教師常以一對多的教學模式來指導學生，但受限於教師人力不足、學生素質差異以及新舊知識難以串聯等因素都可能對學生的學習成果產生影響。為了減輕教師教學負擔，透過智慧機器人進行學習，可促進持續的機會;同時實驗組導入心智圖的應用，有助於提升學生與智慧機器人互動所學習的藝術鑑賞知識；控制組在5E教學設計的解釋階段是以一般學習平台之智慧機器人輔助。同時，透過準實驗設計，探討不同學習模式的5E教學設計對學生藝術鑑賞能力、數位繪畫創作表現、創造性思考與批判性思考的影響。參與實驗的對象為中台灣一所大學的兩個班級，共48名學生；其中一個班為實驗組(25名學生)，是以基於心智圖之智慧機器人輔助學習模式進行學習活動；另一個班為控制組(23名學生)，以一般智慧機器人輔助學習模式進行學習活動。實驗結果顯示，導入心智圖之智慧機器人結合5E教學設計模式，能夠提升學生在學習成就、數位繪畫創作表現、創造性思考與批判性思考的表現。另外，對於本次研究結果提出幾項未來研究建議，分別為：(1)本研究對象以大學生為主，未來可以拓展至其他 K120 教育年齡層。(2)分析其他藝術類別單元在心智圖之智慧機器人輔助學習的學習成效是否有所差異。(3)探討不同專業領域的學科在此學習模式下，是否具有相同的學習成效。(4)探討心智圖之智慧機器人輔助學習模式對於不同族群的學生的影響。

Art courses focus on the linkage between theory and practical skills. To allow for the complete development and practice of artworks, teachers often use a one-to-many teaching model to instruct students. However, factors such as limited teacher resources, differences in student abilities, and the difficulty of connecting old and new knowledge can potentially affect students' learning outcomes. Therefore, to reduce teachers' teaching burden, strengthen students' memory, and enhance teaching quality and effectiveness, this study proposes a learning model for art courses using a mental map of intelligent robots. The experiment was designed to explore the effects of this model on students' art appreciation, digital painting performance, creative thinking, and critical thinking. One class (25 students) was the experimental group, the other (23 students) was the control group, and the general robot-assisted learning mode was used for the learning activities. The experimental results showed that the introduction of the mental map-based intelligent robots combined with the 5E teaching design model could enhance students' performance in learning achievement, digital painting performance, creative thinking and critical thinking. In addition, this study proposes several future research suggestions based on the findings of this study, including: (1) Expanding the target participants beyond college students to include other K12 educational age groups. (2) Analyzing whether there are differences in the learning effectiveness of other art categories' units in mind mapping assisted learning with intelligent robots. (3) Investigating whether different disciplinary fields demonstrate the same learning effectiveness in this learning mode. (4) Examining the impact of mind mapping assisted learning with intelligent robots on students from different ethnic groups.

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