以機器人輔助學習運用於學齡期氣喘兒童衛教之成效

The effectiveness of robot-assisted learning in medication education for school-age children with asthma

氣喘為兒童常見的慢性疾病之一，不僅影響健康狀況，也牽動著兒童日常生活與情緒發展。臨床發現兒童罹患氣喘，在衛教過程中，護理人員往往只針對照護者，忽略了兒童發展自我照護能力的需求，且醫院氣喘衛教多採紙本教材，內容難以吸引學齡期兒童注意，限制其學習動機與學習成效之提升，致使其在學校面對氣喘發作時易感焦慮。因此，本研究提出以機器人輔助學習運用於學齡期氣喘兒童衛教之成效分析，研究目的探討年齡、罹患氣喘幾年、學習態度與氣喘焦慮程度相關性以及學習滿意度。為了驗證本研究的效果，研究於台灣北部某醫學中心進行，研究對象招募60位經醫師診斷為氣喘之6至12歲學齡期兒童，並依隨機方式分派為實驗組接受機器人輔助學習，控制組接受一般護理衛教。研究結果顯示，學齡期兒童之年齡與氣喘焦慮之間呈現顯著負相關，罹患氣喘年數與氣喘焦慮呈正相關，而學習態度與氣喘焦慮程度亦呈正向關聯，顯示焦慮情緒與學習參與間存在一定關係。此結果為本研究附帶發現，提供後續探討氣喘兒童心理與學習互動關係之參考。此外，實驗組在學習模式滿意度上顯著優於控制組，顯示機器人輔助學習具備良好的學習模式接受度與學習體驗。整體而言，機器人具備擬人化語音、燈光互動與動作設計，能有效吸引學齡期兒童的注意力與學習興趣，進一步促進其主動參與氣喘衛教課程。此種創新學習介入方式，不僅有助於強化學齡期兒童對氣喘相關知識的理解與自我照護能力，亦有潛力作為未來學齡期兒童健康教育與慢性病管理之創新策略與實務應用模式。

Asthma is one of the most common chronic diseases in childhood, affecting health, daily functioning, and emotional development. Clinical practice often centers asthma education on caregivers and underemphasizes children’s development of self-care skills. In addition, hospital-based education commonly relies on printed materials that are poorly aligned with the preferences of school-aged children, potentially reducing motivation and learning effectiveness and increasing anxiety during schoolbased asthma episodes. This study examined the effectiveness of integrating robot-assisted learning into an asthma education program for school-aged children. We conducted a randomized trial at a medical center in northern Taiwan, recruiting 60 children aged 6–12 years with physician-diagnosed asthma. Participants were assigned to an experimental group that received robot-assisted learning or a control group that received conventional nursing education. Results showed a significant negative correlation between age and asthma-related anxiety, a positive correlation between years since diagnosis and asthmarelated anxiety, and a positive association between learning attitude and asthma-related anxiety, indicating a strong link between anxiety levels and learning engagement in this sample. The experimental group reported significantly higher satisfaction with the learning model than the control group, suggesting good acceptance and an enhanced learning experience. The robot’s human-like voice, interactive lighting, and motion effectively captured children’s attention and interest, promoting active participation. Overall, robot-assisted learning improved children’s understanding of asthma and self-care skills and may serve as a novel, practical model for health education and chronic disease management among school-aged children.