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    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/156634


    题名: 行動學習之聊天機器人的開發和評估：優化針對EFL學生的基於行動裝置的口語簡報支援研究
    The Development and Evaluation of a Mobile Learning Chatbot: Optimizing Mobile-Based Oral Presentation Support for EFL Students
    作者: 包尼爾;劉繼仁;許耿誌;伍柏翰
    Barrett, Neil E.;Liu, Gi-Zen;Hsu, Keng-Chih;Wu, Po-Han
    贡献者: 教育與心理研究
    关键词: 聊天機器人;設計研究;學術英語;學習者為中心;口語簡報
    chatbot、design-based-research、English for academic purposes (EAP)、learner-centered、oral presentations
    日期: 2024-12
    上传时间: 2025-04-18 10:54:39 (UTC+8)
    摘要: 聊天機器人作為一種人工智慧軟體，已呈現出讓學生參與語言學習的潛力，特別是在激勵學生正式和非正式單字和文法學習。本研究設計了一個基於Google Flow的聊天機器人講師和同儕聊天機器人擔任老師和同儕互動學習角色，並使用了行動學習應用程式的教學設計指南。該應用程式的原型由38位學生在4週內進行了測試。8位學生參與了開放式訪談，以了解他們對該應用程式的看法。本研究也製作了一份關於口語簡報問題和技巧的問卷，並將其分發給48位大學生和7位教授語言能力較低學生（B1及以下）和口語簡報技能方面經驗豐富的教師。然後根據以學習者為中心的教育原則對學習材料進行評估，以改善聊天機器人應用程式的材料和設計。整體而言，學生發現EOPA 2聊天機器人可幫助他們提高口語簡報的語言和結構，但發現介面不夠清楚有條理，且在音訊輸入方面存在一些問題。問卷結果表明，較低程度的學習者在口語簡報語言、發音和結構方面需要更多幫助。公開演講焦慮也是一個問題。但教師們並不認為公開演講焦慮是學生的一個主要問題。研究結果將用於修訂EOPA 2聊天機器人，並開發基於行動裝置的聊天機器人，以滿足高等教育英語學習者的口語簡報需求。
    Chatbots have shown potential for engaging students in language learning, especially in terms of motivating students to learn vocabulary and grammar both formally and informally. In this study, we designed a Google Dialogflow-based chatbot as an instructor and peer chatbot and used instructional design guidelines for mobile learning apps. A prototype of the app was tested by 38 students over 4 weeks. Eight students were selected for open-ended interviews on their perceptions of the app. A questionnaire into oral presentation problems and skills was created and distributed to 48 undergraduate students and 7 instructors experienced in teaching oral presentation skills to students with lower language abilities (B1 and below). The learning material was then evaluated according to the principles of learner-centered education to improve the chatbot app material and design. Overall, the students found EOPA 2 helped them with the language and structure of oral presentations, but found the interface difficult to navigate, and had some problems with audio input. Questionnaire results indicated that lower-level learners need more help with oral presentation language, pronunciation, and presentation structure. Public speaking anxiety is also an issue. The instructors did not recognize public speaking anxiety as a major problem for students. The findings will be used to revise EOPA 2 and develop a mobile-based chatbot to serve the oral presentation needs of undergraduate English learners in higher education.
    關聯: 教育與心理研究, 47(4), 69-112
    数据类型: article
    DOI 連結: https://doi.org/10.53106/102498852024124704003
    DOI: 10.53106/102498852024124704003
    显示于类别:[教育與心理研究 TSSCI] 期刊論文

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