AI學習同伴如何支持人文素養教育？檢索增強生成技術運用學生專屬學習媒材對自主學習能力的影響與應用探索

Enhancing Humanities Literacy in the Era of Artificial Intelligence: Exploring the Effects and Applications of Student-Developed Retrieval-Augmented Generative Artificial Intelligence Tools on Self-Directed Learning Skills

本研究旨在人文素養教育脈絡下，結合生成式AI與檢索增強生成（Retrieval-Augmented Generation, RAG）技術，協助國中生自製AI學習同伴以提升自主學習能力。研究邀請70名國中生參與工作坊，透過Poe（Platform for Open Exploration）平臺設計並上傳教科書與範例等媒材建立知識庫，建構能針對寫作與文本分析提供即時回饋的AI同伴。研究發現，學生與AI同伴的互動不僅顯著提升了自我管理與目標導向學習的得分，亦促進學習動機，特別在處理文本與組織論述上展現助益。質性分析指出，學生能獲得具體修改建議與分析思路；然而，過度依賴可能削弱獨立思考，且回饋品質取決於知識庫整合度與提示詞精確度。結論證實RAG結合自製AI具備促進自主學習潛力，在支持特定人文學習任務上展現獨特價值。

This study explored methods for enhancing humanities literacy and self-directed learning (SDL). Seventy junior high school students designed personalized generative artificial intelligence (AI)-based learning companions by using a multimodel AI chatbot platform. The learning companions were established using retrieval-augmented generation (RAG), with their responses grounded in specific knowledge bases, such as textbooks and reference materials. This enabled the learning companions to provide real-time, curriculum-aligned feedback on writing and text analysis. Results indicated that using the learning companions led to significantly higher scores in self-management and goal-oriented learning while increasing learning motivation. Qualitative analysis revealed that the students received specific revision suggestions and actionable analytical insights from the companions. Nevertheless, overreliance on AI tended to diminish independent thinking, and the quality of learning companion responses was contingent on knowledge base integration and prompt accuracy. Overall, RAG-enabled AI learning companions can serve as effective scaffolds for humanities education and the development of SDL skills.