研究生: |
阿將伊崮喜瀾 Aciang, Iku-Silan |
---|---|
論文名稱: |
導入心智圖決策引導模式的雙層次測驗聊天機器人對學習者學習成就及感受的影響 Impacts of mind mapping-based two-tier test chatbot on learners' learning achievements and feelings |
指導教授: |
黃國禎
Gwo-Jen Hwang |
口試委員: |
楊接期
Jie-Chi Yang 許庭嘉 Ting-Chia Hsu 翁楊絲茜 Cathy Weng 楊凱翔 Kai-Hsiang Yang 黃國禎 Gwo-Jen Hwang |
學位類別: |
博士 Doctor |
系所名稱: |
應用科技學院 - 應用科技研究所 Graduate Institute of Applied Science and Technology |
論文出版年: | 2023 |
畢業學年度: | 111 |
語文別: | 中文 |
論文頁數: | 96 |
中文關鍵詞: | 原住民傳統醫療 、聊天機器人 、跨領域學習 、雙層次測驗 、人機互動 |
外文關鍵詞: | Indigenous traditional medicine, Decision-Guided, Chatbot, Interdisciplinary learning, Human-computer Interaction |
相關次數: | 點閱:519 下載:0 |
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由於國際社會長期以來對原住民傳統醫療知識的分類不足與存在迷失概念,因此導致傳統醫療知識體系面臨極度臨瀕,加上缺乏具備跨領域學習的應用工具,學習者在進行學習的過程中普遍都會遇到困難。聊天機器人具有鮮明的跨領域特徵,也是一種人機互動的對話方式,然而,相關的研究仍然分散在各學科的領域當中。本研究旨在開發雙層次測驗聊天機器人,透過繪製心智圖的知識建構而進行跨領域學習。為了瞭解「導入心智圖決策引導模式的雙層次測驗聊天機器人」學習模式對學習者的影響與學習感受。本研究透過準實驗設計於一所國中的山林教育課程中進行學習活動。受測對象總共有四個班級的八年級學習者,其中的兩個班為實驗組,共計有52人,採用基於心智圖的雙層次測驗聊天機器人進行學習; 另外的兩班則為控制組,共計有56人,採用一般雙層次測驗聊天機器人進行學習。研究結果顯示,實驗組的學習者在學習成就、延宕後測、內在動機、課堂參與、個人自我效能、內在認知負荷與增生認知負荷等方面皆比控制組的學習者具有顯著效果。換句話說,繪製心智圖雖然能夠提升實驗組學習者的內在認知負荷,相對也提升長期記憶,然而,這種情況卻不會增加外在認知負荷。另外,根據質性訪談的結果發現,相較於兩組而言,實驗組的學習感受數量大於控制組,實驗組的回饋內容大多強調雙層次測驗聊天機器人應用於繪製心智圖的跨領域學習功能與專屬網站特色,控制組則是著重在人機互動的便利性、自主性與自律學習。
Owing to a long history of inadequate categorisation and misconceptions of traditional Aboriginal medical knowledge in the international community, which has led to an extremely dangerous endangerment of the traditional medical knowledge system, and the lack of application tools with interdisciplinary learning, learners generally encounter difficulties in the process of learning. Chatbots have interdisciplinary learning characteristics and forms of human-computer interactive dialogue, yet research is still scattered across disciplines and applications. This study aims to develop a chatbot with “mind mapping-based two-tier test chatbot” for interdisciplinary learning through knowledge construction by mind-mapping. In order to understand the impact of the learning model of the “mind mapping-based two-tier test chatbot, MTT chatbot” on learners. A quasi-experimental design was used to conduct learning activities in a junior high school's “mountain forest education” curriculum. A total of four classes of eighth-grade learners were tested. Two classes were the experimental group with 52 learners, and the other two classes were the control group with 56 learners, using the “conventional two-titer test-based chatbot”. The results showed the experimental group had significant effects on learning achievement, delayed post-test, intrinsic motive, classroom engagement, individual self-efficacy, intrinsic cognitive load, and germane cognitive load. The results demonstrate although mind mapping can increase the intrinsic cognitive load of the experimental group and long-term memory, it does not lead to an increase in the extrinsic cognitive load. In addition, according to the results of the qualitative interviews, compared to the two groups, the number of learning feelings given by the experimental group was greater than that of the control group. the feedback from the experimental group mostly emphasis on interdisciplinary learning functions and dedicated website features of the “MTT chatbot”, while the control group focused on the convenience of human-computer interaction, autonomy and self-regulated learning.
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