英語為國際中最重要的共通語言之一，但台灣的英語教育卻面臨缺乏英語溝通環境及忽略培養聽力等問題，隨著科技的發展，教育機器人開始被應用在語言教育中，並且能顯著提高教學成效與學習動機。然而，如何使機器人成為真人一般的老師，在學生學習過程中偵測學生的學習問題，並且引導學生解決學習問題將是一個重要的課題。過去的研究以學習者、機器人與教具為中心，探討如何設計機器人與學生間的學習互動，為機器人與學習者互動設計做出很大的貢獻。在這些研究中的機器人依賴影像辨識及語音辨識，除了有辨識率不佳的問題以外，學習者也必須在可辨識的範圍中才能與機器人互動，本研究提出使用物聯網玩具與機器人共同打造一個遊戲式的語言學習環境。在玩具加裝物聯感測器來收集和偵測學習者目前的行為以及學習問題，提供給機器人資訊，使機器人可以做出相對應的語言回饋與引導。
本研究主要的目的在於探討在物聯網玩具與機器人的遊戲式英語學習情境中機器人作為引導角色對提升國小學生英語聽力理解能力有何影響，以及學生對機器人引導機制的感受。本研究使用設計研究法來設計機器人的引導機制。首先參考文獻設計引導機制，再邀請兒童使用來測試和擴展引導機制。本研究以準實驗法來評估此引導機制對國小四年級學生英語聽力理解能力的影響。本研究將學生隨機分配至「無引導機制組」與「引導機制組」，並進行為期四堂課之實驗，共有20位國小四年級學童完成本研究。研究結果顯示：（1）機器人引導機制能有效提升學生英語聽力能力；（2）學生對機器人的引導機制有正向的感受，且本研究所擴展之引導機制能引導學生完成遊戲。本研究建議未來加入語意辨識等技術，監控學生的情緒或狀態，並根據學生即時狀況給予更適合的引導回饋，提供適性化引導，深入探討各組學生在機器人引導過程中的狀況。

English is one of the most important languages in the world. English education in Taiwan are facing various challenges, including lacking of English immersion environment for students to practice using English, focusing on speaking and neglecting listening training. With the development of science and technology, educational robots has been introduced and applied in language education. Studies have shown that the incorporation of robots in language education can significantly improve students’ learning performance and learning motivation. However, how can robot act like a human teacher, solving students' problems and proving guidance to students to help with their learning problems is becoming an important issue. Previous research paid attention on learners, robots and teaching, and explored the design of child- robot interactions and made great contributions to the interactive design of robots and learners. The robots in these studies rely on using image recognition and speech recognition, however learners are limited to interact with robots in identifiable range due to the problem of poor Identification rate. This study proposes to incorporate robots and IoT-based toys to create an interactive language learning environment. Sensors are added-on to the toy to collect information from devices and to detect learner's current behaviors and learning problems, allowing robots to provide appropriate feedback and guidance accordingly.
The purpose of this study is to explore the effectiveness of robots playing the role of learning guide on students’ English listening comprehension performance and the students' perception of robots’ guiding mechanism in a game-based English learning scenario. This study adopts Design-Based Research approach to design the guiding mechanism of the robot. First , we developed a prototype of guiding mechanism based literature, and then we invited children to play with it to test the prototype, and refined the prototype based on children’s feedback. In this study, students were randomly assigned to different groups before experiment was conducted. A total of 20 fourth-grade children joined this research. The results show that there was significant differences between two groups. Students’ listening comprehension of the group that employed guiding mechanism outperformed the other group that did not employee guiding mechanism . Moreover students have positive feeling toward robot's guiding mechanism. Overall speaking, the guiding mechanism developed by this research is able to guide students to complete the tasks. The suggestion for future research is that adding semantics technologies to monitor students' emotions or status., and providing more suitable guidance or feedback according to the student's immediate situation.

論文審定書 i
論文提要 ii
致謝 iii
摘要 iv
Abstract v
目錄 vii
圖目錄 ix
表目錄 xi
第一章 、緒論 1
第一節、 研究背景與動機 1
第二節、 研究目的 3
第三節、 研究問題 3
第二章 、文獻探討 4
第一節、 遊戲式學習 4
第二節、 教育機器人 6
第三節、 教育機器人應用於語言學習 8
第四節、 機器人與兒童的互動設計研究 9
第五節、 設計研究法應用於教育 13
第三章 、系統與學習活動設計 16
第一節、 物聯網玩具設計 17
第二節、 學習活動與內容設計 21
第三節、 引導機制設計 25
第四節、 系統流程 33
第四章 、研究方法 36
第一節、 研究假說 36
第二節、 研究工具 37
第三節、 實驗設計 41
第四節、 資料分析 47
第五章 、結果與討論 48
第一節、 英語聽力能力分析 48
第二節、 學生對於機器人引導機制接受與感受 50
第三節、 綜合討論 53
第六章 、結論 58
第一節、 研究發現 58
第二節、 研究貢獻 59
第三節、 研究限制 61
第四節、 未來研究 61
參考文獻 62
附錄一、貼有近場通訊電子標籤之玩具模型 69
附錄二、貼有一維條碼之玩具模型 72
附錄三、遊戲測試之紀錄 75
附錄四、前後測英語聽力理解測驗內容 78
附錄五、機器人的引導機制接受與感受問卷 85

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