適性化測驗聊天機器人之設計與成效研究──以Java程式設計課程為例

A Study on the Design and Effectiveness of Adaptive Test Chatbot - A Case of Java Application Programming Course

過去為了達成因材施教的目標，往往需要投入大量教學成本與時間，而隨著資訊科技的進步，以資訊科技實行適性化學習成為教育領域研究的一大重點。為此，本研究發展一套基於認知診斷模式的適性化測驗聊天機器人，希望經由適性化的試題推薦、練習來增加學習者的學習成效。為瞭解此輔助學習系統之成效，本研究以Java程式設計課程來進行實作，將課程學生隨機分為三組，其中實驗組A、B實驗期間皆使用輔助學習系統，實驗組A並接受聊天機器人提供之適性化推薦試題進行練習，實驗組B則接受聊天機器人隨機推薦之試題進行練習；對照組C則未使用任何的輔助學習系統。研究結果顯示：（一）在系統使用態度方面，使用者對本研究之輔助學習系統的系統有用性、易用性、使用意圖皆有相當正面的評價。（二）在學習成效方面，使用適性化推薦試題輔助學習的學生，成績進步之學習成效相當顯著；而使用隨機推薦試題輔助學習的學生及未使用輔助學習系統的學生，其學習成效不具顯著性。（三）有使用輔助學習系統的學生，其成績進步的幅度，相較於未使用者顯著較多。（四）適性化推薦試題輔助學習系統對於低學習成就學生可產生相當顯著之學習成效；而隨機推薦試題輔助學習系統則對中學習成就學生的學習成效有所幫助。

In order to achieve the goal of teaching students in accordance with their aptitude, a lot of costs and time were often required. However, with the advancement of information technology, to implement adaptive learning by information technology has become a major part of research in education. This study developed a learning system by chatbot based on the cognitive diagnosis model, which recommends the adaptive quiz questions for the learners to improve their learning effect. This learning system and an experiment is conducted in the course“Java Application Programming Course”. The students are randomly divided into three groups: experimental group A uses the learning system with the adaptive quiz questions recommendation by the chatbot during the experiment, experimental group B uses the learning system with random quiz questions recommendation by chatbots, the control group C did not use any learning system. The experimental results are as follows: (1) Learners have positive responses to the perceived usefulness, perceived ease of use, and usage intention of the learning system on chatbot. (2) The students which use the learning system with adaptive quiz questions recommendation has got significant performance on the improvement of score; the students which use the learning system with random quiz questions recommendation and the students which do not use learning system have got no performance effects on learning effectiveness. (3) The students who used the learning system had more significantly progress in their scores than those who did not use it. (4) The learning system with adaptive quiz questions recommendation can offer quite significant learning effectiveness for the students with low learning achievement, and the learning system with random quiz questions recommendation is helpful for the students with middle learning achievement.