聊天機器人具有即時互動及提供個人化回饋的特性，因此在近年來被視為具有潛力的學習工具。然而，聊天機器人通常是扮演被動的輔導學習角色，若學生缺乏主動，或是自我管理的能力不足，聊天機器人在學習方面能夠提供的幫助可能有限。在眾多的學習策略中，自律學習是一種有系統引導學生透過設定目標與策略、監控學習過程、進行反思及調整學習目標及策略的有效模式。因此，本研究嘗試開發結合自律學習模式的聊天機器人，來改善聊天機器人的應用成效。為了驗證這個方法的效果，本研究規劃了一個準實驗設計研究，應用於高職資訊科的電子學實習課程中。實驗對象為35名高職一年級電子資訊專業的學生，實驗組(18人)採用「結合自律學習策略之聊天機器人學習模式」，控制組(17人)則採用「一般聊天機器人學習模式」。本研究採用「結合自律學習策略之聊天機器人學習模式」的學生，在學習成就的認知面向、學習動機、問題解決傾向及反思能力上均優於使用「一般聊天機器人學習模式」的學生。

Chatbots have been considered a promising learning tool in recent years because of their real-time interaction and personalized feedback. However, chatbots often play a passive role in guiding learning, and if students lack initiative or self-management skills, chatbots may provide limits in learning. Among the many learning strategies, self-regulated learning is an effective model that systematically guides students to set goals and strategies, monitors the learning process, reflects, and adjusts learning goals and strategies. Therefore, this study attempts to develop a chatbot that incorporates a self-regulated learning model to improve the effectiveness of chatbot applications. This study planned a quasi-experimental design to test the performance of this approach in an internship course in electronics for higher education information technology. The experimental group (18 students) used the chatbot learning model incorporating self-regulated learning strategies, while the control group (17 students) used the general chatbot learning model. It is expected that the students who used the chatbot learning mode with self-regulated learning strategies had better academic achievement, motivation, problem-solving tendency, and reflective ability than the students who used the general chatbot learning mode.

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