閱讀理解是學習不同學科內容的基本能力；傳統閱讀活動中，教師透過問題引導學生閱讀文本，並透過測驗評量確認學生學習狀況。由於教師通常必須同時面對數十名學生，無法即時處理個別學生的問題；同時，在閱讀活動中，除了選擇題之外，也會使用短答題來更深入地評量學生的學習成效，教師往往無法即時提供學生回饋及評量結果。
由於行動科技的普及，聊天機器人可藉由行動載具，提供即時回饋或個人化引導，因而逐漸在語言教育中被採用。然而傳統聊天機器人以關鍵字配對及按鈕來運作，多應用於封閉性題目，對於學生開放短答不能進行語義分析與回饋。因此本研究開發結合語音辨識及語義理解的人工智慧聊天機器人(AI Chatbot)，對學生閱讀理解活動中選擇題及非選擇題短答進行即時性評量，給予個人化回饋，來提高學生閱讀理解成效及學習動機。另外，在傳統閱讀理解活動中，教師透過口說或紙本提供學生摘要式解說，來釐清學生觀念。然而，僅透過文字閱讀，部分學生無法在文章結構上整合，以致學習成效不彰。圖像組織被視為提高學生記憶力和理解力的有用策略，因此，本研究嘗試在閱讀理解策略中，結合圖像組織的摘要策略(graphical summarization strategy)，來促進學生的閱讀成效。
本研究採取準實驗設計來探討結合語音辨識及語義理解的人工智慧聊天機器人對學生閱讀表現、學習感受及批判性思考、反思傾向的影響。參與對象為四個班的高中一年級學生，分別採用結合圖像式摘要策略人工智慧聊天機器人的學習模式、一般結合文字摘要策略人工智慧聊天機器人學習模式、結合圖像式摘要策略的一般傳統學習模式以及採用一般文字摘要策略的一般傳統學習模式。實驗結果顯示，結合圖像式摘要策略人工智慧聊天機器人模式，相較於其他模式，更能提的學生學習成就、學習動機、自我效能及批判與反思傾向，並降他們的低認知負荷。此外，由訪談分析的結果發現，使用圖像式摘要策略人工智慧聊天機器人組，對於閱讀文本的內容脈絡與閱讀方法，掌握的更全面、完整。

Reading comprehension is an essential skill for learning content in different disciplines; in traditional reading activities, teachers use questions to guide students through the text and tests to confirm students' learning. Since teachers usually have to deal with dozens of students at the same time, it is not possible for them to deal with individual students’ questions. Moreover, in addition to multiple-choice questions, short-answer questions are also used in reading activities to assess students' learning in more depth, and teachers are often unable to provide students with immediate feedback and assessment results.
Due to the popularity of mobile technology, chatbots are gradually being adopted in language education as they can provide real-time feedback or personalized guidance through mobile carriers. However, traditional chatbots operate with keyword matching and button presses, which are mostly used for closed questions and cannot provide semantic analysis and feedback to students for open short answers. Therefore, this study develops an AI Chatbot that combines speech recognition and semantic understanding to provide real-time assessment and personalized feedback on students' short answers to multiple-choice and non-choice questions in reading comprehension activities to improve students' reading comprehension effectiveness and motivation. In addition, in traditional reading comprehension activities, teachers provide students with summary explanations through oral or paper-based explanations to clarify students' concepts. However, by reading only through text, some students are unable to integrate the structure of the text and thus learn ineffectively. Graphical organization is considered a useful strategy to improve students' memory and comprehension. Therefore, this study attempted to incorporate a graphical summarization strategy in reading comprehension strategies to enhance students' reading effectiveness.
This study developed an artificial intelligence chat robot combining semantic comprehension and speech synthesis to assist in reading comprehension activities in high school Mandarin, and investigated the effects of this tool on students' reading performance, learning experience, and tendency to think critically and reflectively. The participants were 4 classes of the first-year high school students. The four classes were assigned ro learn with the artificial intelligence chatbot with a graphical summary strategy, the artificial intelligence chatbot with a textual summary strategy, the traditional learning mode with a graphical summary strategy, and the traditional learning mode with a textual summary strategy, respectively.
The experimental results showed that the combination of the graphical summary strategy with the artificial intelligence chat robot mode better improved the students’ learning achievement, motivation, and self-efficacy, and critical and reflective tendencies as sell as reducing their cognitive load. In addition, the results of the interview analysis revealed that the use of the pictorial summary strategy artificial intelligence chatbot group had a more comprehensive and complete grasp of the content context and reading method of the reading text.

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