教學計畫撰寫為培養學生教學設計能力的重要核心任務之一，然而對多數初學者而言，教學計畫撰寫涉及教學目標、教學活動、教學策略與評量方式等多項設計決策的整合，學習過程具挑戰性。本研究旨在探討不同類型聊天機器人輔助下，大學生在教學目標撰寫與教學計畫撰寫學習成效與使用感受之差異。
　　研究採準實驗設計，以北部某私立大學教育科技學系修習「教學原理與策略」課程之大學生為研究對象，分為實驗組與對照組。實驗組使用研究者建置之兩款專業化聊天機器人，其設計結合檢索增強生成（Retrieval-Augmented Generation, RAG）技術與引導式回應規則；對照組則使用ChatGPT作為學習輔助工具。研究流程分為教學目標撰寫與教學計畫撰寫兩階段實驗。量化資料以t檢定與共變數分析進行統計分析，質化蒐集受測者與聊天機器人對話紀錄進行內容分析，以比較不同聊天機器人輔助下之學習成效差異，並分析受測者之使用經驗與感受。
　　在教學目標撰寫方面，量化結果未顯示兩組後測學習成效達顯著差異。然而，質化分析顯示，使用研究設計之聊天機器人的受測者，其對話歷程較能依循教學目標結構進行修正，呈現較為穩定且具系統性的思考脈絡。在教學計畫撰寫方面，量化結果顯示實驗組於工具輔助之實作階段表現顯著優於對照組，但在控制前測後檢視後測對照組表現較佳。質化分析顯示，研究設計之聊天機器人能在實作歷程中提供較具結構性與一致性的引導。

Lesson plan writing is a core task for cultivating students’ instructional design competencies. However, for most novice learners, lesson plan writing involves the integration of multiple design decisions—such as instructional objectives, learning activities, teaching strategies, and assessment methods—making the learning process particularly challenging. The purpose of this study was to investigate differences in university students’ learning outcomes and user perceptions when writing instructional objectives and lesson plans with the support of different types of chatbots.
This study adopted a quasi-experimental design. Participants were undergraduate students enrolled in the course Principles and Strategies of Instruction in the Department of Educational Technology at a private university in northern Taiwan. The participants were divided into an experimental group and a control group. The experimental group used two researcher-developed specialized chatbots that integrated Retrieval-Augmented Generation (RAG) technology and guided response rules, whereas the control group used ChatGPT as a learning support tool. The research procedure consisted of two experimental stages: instructional objective writing and lesson plan writing. Quantitative data were analyzed using t-tests and analysis of covariance (ANCOVA), while qualitative data were collected from participants’ dialogue records with the chatbots and analyzed through content analysis. These analyses were conducted to compare learning performance under different chatbot-assisted conditions and to examine participants’ learning experiences and perceptions.
In the instructional objective writing stage, quantitative results did not reveal significant differences in post-test learning performance between the two groups. However, qualitative analysis indicated that participants who used the researcher-designed chatbots were more likely to revise their work according to the structural components of instructional objectives, demonstrating more stable and systematic patterns of thinking. In the lesson plan writing stage, quantitative results showed that the experimental group performed significantly better than the control group during the tool-assisted practice phase. However, after controlling for pre-test scores, the control group demonstrated higher post-test performance. Qualitative findings further revealed that the researcher-designed chatbots provided more structured and consistent guidance throughout the lesson plan writing process.

第一章 緒論	1
第一節 研究背景與動機	1
第二節 研究目的與問題	2
第三節 名詞解釋	3
第四節 研究範圍與限制	4
第二章 文獻探討	6
第一節 聊天機器人輔助教育	6
第二節 ChatGPT輔助教育	14
第三節 教學計畫撰寫	19
第三章 研究方法	23
第一節 研究對象與研究場域	23
第二節 實驗設計	24
第三節 實驗流程	26
第四節 研究工具	27
第四章 研究結果	40
第一節 受測者聊天機器人使用現況調查	40
第二節 教學目標及教學計畫學習成效分析	47
第三節 聊天機器人使用感受問卷調查	67
第五章 研究結論與建議	71
第一節 結論	71
第二節 研究建議	72
參考文獻	74
附錄	80

徐新逸。（2024）。數位教學設計攻略。淡江大學出版中心。新北市，台灣。
李坤崇。（2006）。教學目標，能力指標與評量。
李晏慈（2025）。以大型語言模型為基礎結合檢索增強生成之聊天機器人應用。﹝碩士論文。中原大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/jebsy3。
林寶山。（2003）。實用教學原理。心理出版社股份有限公司。
沈翠蓮。（2001）。教學原理與設計 （初版）。五南圖書出版公司。

Agyare, B., Asare, J., Kraishan, A., Nkrumah, I., & Adjekum, D. K. (2025). A cross-national assessment of artificial intelligence (AI) Chatbot user perceptions in collegiate physics education. Computers and Education Artificial Intelligence, 8, Article 100365. https://doi.org/10.1016/j.caeai.2025.100365
Alqahtani, Q., & Alrwais, O. (2023). Building a Machine Learning Powered Chatbot for KSU Blackboard Users. International Journal of Advanced Computer Science and Applications, 14(2), Article . https://doi.org/10.14569/IJACSA.2023.0140290
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing : a revision of Bloom’s taxonomy of educational objectives (Complete edition.). Longman.
Annamalai, N., Eltahir, M. E., Zyoud, S. H., Soundrarajan, D., Zakarneh, B., & Al Salhi, N. R. (2023). Exploring English language learning via Chabot: A case study from a self determination theory perspective. Computers and Education Artificial Intelligence, 5, Article 100148. https://doi.org/10.1016/j.caeai.2023.100148
Babayigit, B., Rahmani, H., & Abubaker, M. (2025). TrBot: A Turkish Deep Learning Chatbot Utilizing Seq2Seq Model. IEEE Access，13,49552, 13, Article. https://doi.org/10.1109/ACCESS.2025.3550852
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/JAI.1337500
Borich, G. D. (2014). Effective teaching methods : research-based practice (Eighth edition.). Pearson Education.
Caccavale, F., Gargalo, C. L., Kager, J., Larsen, S., Gernaey, K. V., & Krühne, U. (2025). ChatGMP: A case of AI chatbots in chemical engineering education towards the automation of repetitive tasks. Computers and Education Artificial Intelligence, 8, Article 100354. https://doi.org/10.1016/j.caeai.2024.100354
Cai, H., Han, B., Sun, J., Li, X., & Wong, L. H. (2025). Harnessing AI for teacher education to promote inclusive education: Investigating the effects of ChatGPT-supported lesson plan critiques on the development of pre-service teachers’ lesson planning skills. Internet and Higher Education, 67, Article 101022. https://doi.org/10.1016/j.iheduc.2025.101022
Chauncey, S. A., & McKenna, H. P. (2023). A framework and exemplars for ethical and responsible use of AI Chatbot technology to support teaching and learning. Computers and Education Artificial Intelligence, 5, Article 100182. https://doi.org/10.1016/j.caeai.2023.100182
Chia, J., & Frattarola, A. (2025). A design-based approach to analysing student engagement with a GenAI-Enabled brainstorming app. Computers and Education Artificial Intelligence, 9, Article 100468. https://doi.org/10.1016/j.caeai.2025.100468
Debets, T., Banihashem, S. K., Joosten-Ten Brinke, D., Vos, T. E. J., Maillette de Buy Wenniger, G., & Camp, G. (2025). Chatbots in education: A systematic review of objectives, underlying technology and theory, evaluation criteria, and impacts. Computers and Education, 234, Article 105323. https://doi.org/10.1016/j.compedu.2025.105323
Feng, S. (2025). Group interaction patterns in generative AI-supported collaborative problem solving: Network analysis of the interactions among students and a GAI chatbot. British Journal of Educational Technology, 56(5), Article . https://doi.org/10.1111/bjet.13611
Groothuijsen, S., van den Beemt, A., Remmers, J. C., & van Meeuwen, L. W. (2024). AI chatbots in programming education: Students’ use in a scientific computing course and consequences for learning. Computers and Education Artificial Intelligence, 7, Article 100290. https://doi.org/10.1016/j.caeai.2024.100290
Gruenhagen, J. H., Sinclair, P. M., Carroll, J. A., Baker, P. R. A., Wilson, A., & Demant, D. (2024). The rapid rise of generative AI and its implications for academic integrity: Students’ perceptions and use of chatbots for assistance with assessments. Computers and Education Artificial Intelligence, 7, Article 100273. https://doi.org/10.1016/j.caeai.2024.100273
Guan, R., Raković, M., Chen, G., & Gašević, D. (2025). How educational chatbots support self-regulated learning? A systematic review of the literature. Education and Information Technologies, 30(4), Article 101784. https://doi.org/10.1007/s10639-024-12881-y
Kajiwara, Y., & Kawabata, K. (2024). AI literacy for ethical use of chatbot: Will students accept AI ethics? Computers and Education Artificial Intelligence, 6, Article 100251. https://doi.org/10.1016/j.caeai.2024.100251
Kehoe, F. (2023). Leveraging Generative AI Tools for Enhanced Lesson Planning in Initial Teacher Education at Post Primary. Irish Journal of Technology Enhanced Learning, 7(2), 172–182. https://doi.org/10.22554/IJTEL.V7I2.124
Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28(1), Article. https://doi.org/10.1007/s10639-022-11177-3
Lai, W. Y. W., & Lee, J. S. (2024). A systematic review of conversational AI tools in ELT: Publication trends, tools, research methods, learning outcomes, and antecedents. Computers and Education Artificial Intelligence, 7, Article 100291. https://doi.org/10.1016/j.caeai.2024.100291
Lee, U., Jeon, M., Lee, Y., Byun, G., Son, Y., Shin, J., Ko, H., & Kim, H. (2024). LLaVA-docent: Instruction tuning with multimodal large language model to support art appreciation education. Computers and Education Artificial Intelligence, 7, Article 100297. https://doi.org/10.1016/j.caeai.2024.100297
Lo, C. K., Hew, K. F., & Jong, M. S. (2024). The influence of ChatGPT on student engagement: A systematic review and future research agenda. Computers and Education, 219, Article 105100. https://doi.org/10.1016/j.compedu.2024.105100
Ngu, P. C., Chien, C. C., Ho, Y. T., & Hou, H. T. (2025). A generative AI educational game framework with multi-scaffolding supports workplace competency development. Computers and Education, 239, Article 105421. https://doi.org/10.1016/j.compedu.2025.105421
Nguyen, T. T., Le, A. D., Hoang, H. T., & Nguyen, T. (2021). NEU-chatbot: Chatbot for admission of National Economics University. Computers and Education Artificial Intelligence, 2, Article 100036. https://doi.org/10.1016/j.caeai.2021.100036
Parrales-Bravo, F., Caicedo-Quiroz, R., Barzola-Monteses, J., Guillen-Miraba, J., & Guzman-Bedor, O. (2024). CSM: A Chatbot Solution to Manage Student Questions About Payments and Enrollment in University. IEEE Access, 12, Article 10536871. https://doi.org/10.1109/ACCESS.2024.3404008
Saihi, A., Ben-Daya, M., & Hariga, M. (2025). The moderating role of technology proficiency and academic discipline in AI-chatbot adoption within higher education: Insights from a PLS-SEM analysis. Education and Information Technologies, 30(5), Article 1101. https://doi.org/10.1007/s10639-024-13023-0
Saihi, A., Ben-Daya, M., Hariga, M., & As’ad, R. (2024). A Structural equation modeling analysis of generative AI chatbots adoption among students and educators in higher education. Computers and Education Artificial Intelligence, 7, Article 100274. https://doi.org/10.1016/j.caeai.2024.100274
Torrey Trust, Jeromie Whalen, & Chrystalla Mouza. (2023). Editorial: ChatGPT: Challenges, Opportunities, and Implications for Teacher Education. Contemporary Issues in Technology and Teacher Education. https://www.researchgate.net/publication/368898051_Editorial_ChatGPT_Challenges_Opportunities_and_Implications_for_Teacher_Education
Tsai, C. W., Lee, L., Yu-Ching Lin, M., Cheng, Y. P., Lin, C. H., & Tsai, M. C. (2025). Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course. Computers and Education, 232, Article 105305. https://doi.org/10.1016/j.compedu.2025.105305
van den Berg, G., & du Plessis, E. (2023). ChatGPT and Generative AI: Possibilities for Its Contribution to Lesson Planning, Critical Thinking and Openness in Teacher Education. Education Sciences 2023, Vol. 13, Page 998, 13(10), 998. https://doi.org/10.3390/EDUCSCI13100998
Yeti̇şensoy, O., & Karaduman, H. (2024). The effect of AI-powered chatbots in social studies education. Education and Information Technologies, 29(13), Article . https://doi.org/10.1007/s10639-024-12485-6
Young, J. C., & Shishido, M. (2023). Investigating OpenAI’s ChatGPT Potentials in Generating Chatbot’s Dialogue for English as a Foreign Language Learning. International Journal of Advanced Computer Science and Applications, 14(6), Article . https://doi.org/10.14569/IJACSA.2023.0140607
Zhang, R., Zou, D., & Cheng, G. (2025). Non-academic learner socialisation with ChatGPT and its influences on learning English argumentative writing logic. Education and Information Technologies, Article undefined.
Zheng, L., Shi, Z., & Gao, L. (2026). A generative artificial intelligence-enhanced multiagent approach to empowering collaborative problem solving across different learning domains. Computers and Education, 241, Article 105489. https://doi.org/10.1016/j.compedu.2025.105489
Zhou, Q., Hashim, H., & Sulaiman, N. A. (2025a). Integrating AI chatbots in informal digital English learning: impacts on listening competencies in Chinese higher education. Education and Information Technologies, Article undefined. https://doi.org/10.1007/s10639-025-13811-2
Zhou, Q., Hashim, H., & Sulaiman, N. A. (2025b). Supporting english speaking practice in higher education: the impact of AI chatbot-integrated mobile-assisted blended learning framework. Education and Information Technologies, 30(10), Article . https://doi.org/10.1007/s10639-025-13401-2