本研究探討WSQA（Watch, Summary, Question, Assessment）策略融入教育機器人教學對於國小數學學習扶助學童的學習成效、自我效能與後設認知之影響。為了瞭解此教學模式之成效，以臺灣中部兩所學校進行實驗課程，研究對象皆為四年級學習扶助學童，共15 名。學生在自主學習期間使用WSQA 學習單與自我檢核清單進行教育機器人之學習課程，實驗時間為十節課，每節40 分鐘。本研究採用混合式研究設計，課程內容以教育機器人（故事情境影片、互動學習、課後測驗）為數位學習工具，搭配WSQA 學習單讓學生自主學習，並使用自我觀察與檢核清單，引導學生在活動中規劃、監控，以及反思自己的表現，進而培養學生的後設認知。透過「半結構式訪談內容」等質性分析，另對學生的課堂行為進行滯後序列分析，並且輔以「數位工具滿意量表」、「自我效能量表」和「後設認知量表」等量化分析。
本研究依據結果彙整出以下結論：（一）經過WSQA 學習策略的教育機器人課程後，學生的自我效能和後設認知有顯著提升。（二）經過WSQA 學習策略的教育機器人課程後，學生的學習成效雖未達顯著提升，但多數學生表示在實驗課程教學後，學習動機與成效有正向提升。（三）由整體滯後序列分析發現WSQA學習策略的教育機器人課程能夠培養學生的後設認知能力。

This study used the WSQA （watch, summary, question, and assessment） learning strategy and educational robot to understand the impact of students’ mathematics learning achievement, motivation, and metacognition. The participants were 15 remedial students in the fourth grade from two public elementary schools in Taiwan. The study used a mixed research design and involved ten lessons. Each lesson lasted about 40 minutes. The curriculum used an education robot as digital learning tool and WSQA worksheets for students to learn independently. Students had checklists to guide them to monitor their performance. The qualitative analyses included interview and classroom video data, and quantitative analyses performed single-group pre- and post-tests, including self-efficacy scales and metacognitive scales. This study draws the following conclusions: After implementation of the WSQA learning strategy and educational robot, (1) the participants’ self-efficacy and metacognition have been significantly increased, (2) most students said that their learning motivation and achievement have been positively improved, and (3) the lag sequence analysis showed improvement of students' metacognitive ability.

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