自律學習是一種學習方法；學習者透過設定目標與計劃，策略的實行與監控，和對結果進行反思與評價的循環模式，來改善學習成效。因此，如何幫助學生培養自律學習能力，已成為重要的議題。在自律學習循環中，學生個人的反思品質是自律學習表現及改善學習成果的關鍵因素；而教師提供的回饋往往對於學生的反思品質有很大的影響。然而，研究指出，教師經常面對眾多學生，無法給予個別的回饋。為了解決這個問題，本研究提出基於聊天機器人回饋機制的自律學習模式，在自律學習過程中，提供個人即時回饋，來促進學生的反思品質。因此，本研究嘗試開發基於聊天機器人回饋機制的自律學習模式，為了探討這個系統的成效，本研究將這個模式應用於多媒體導論課程之「網站製作」單元進行。參與實驗的對象為大學二年級學生，共 47名學生，所有參與實驗的學生來自同一個班級。實驗組由23名學生組成，並採用基於聊天機器人輔助自律學習模式進行學習；另外，控制組由24名學生組成，並採用一般自律學習模式進行學習。由實驗結果顯示，基於聊天機器人回饋機制的自律學習模式，有助於提升學生的作品實作成績、學習動機、自律表現、反思、後設認知察覺傾向。

Self-regulated learning is an approach to learning in which learners improve their learning outcomes through a cycle of setting goals and plans, implementing and monitoring strategies, and reflecting on and evaluating results. Therefore, it's an important issue to help students develop self-regulated learning skills. In the SRL cycle, the quality of students' reflections is a critical factor in SRL performance and improved learning outcomes. The feedback provided by teachers often has a significant impact on the quality of students' thoughts. However, research has shown that teachers are often confronted with many students and cannot give individual feedback. For this problem, this study proposes self-regulated learning with a chatbot-guided feedback mechanism, which provides personal and immediate feedback during the self-regulated learning process to promote the quality of students' reflection. This study applied the model to the "Website Design" module of the Introduction to Multimedia course. A total of 47 students, all from the same class, were enrolled in the experiment as second-year university students. The experimental group consisted of 23 students who learned using the Self-regulated learning with a chatbot-guided feedback mechanism. The control group consisted of 24 students who knew using the conventional self-regulated learning. The experiment results showed that the self-regulatory learning mode based on the feedback mechanism of the chatbots helped improve students' performance, motivation, self-regulatory performance, reflection, and meta-cognition tendency.

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