探討學生使用聊天機器人學習大學邏輯推理課程的使用態度與批判性思維之關聯性

Abstract

近年來，資訊科技迅猛發展使教育領域有了新的變化。綜觀現今教學現場，在教學策略中融入數位科技的應用已經不在少數。ChatGPT在2022年問世後，生成式聊天機器人儼然成為人工智慧應用中重要一環；而聊天機器人整合成為課程教材與學生學習的工具，過去就曾有研究表明，能有效提升學生幸福感、學習效率等益處。儘管聊天機器人為社會帶來無盡的便利，同時也帶來了教育領域新的考驗。又聊天機器人題材新穎，近來還沒有高等教育中學習者對聊天機器人接受度與批判性思維關聯性的調查。但這類以學習者為觀點進行的研究在教育上卻至關重要。此外，研究指出邏輯推理（Logical Reasoning）課程能有效地提升大學生其他學科的基礎，且邏輯課程提供了培養學生邏輯思維和批判性思考能力的機會，考慮到聊天機器人技術的複雜性，本研究認為邏輯課程提供了一個理想的實驗場域。有鑑於此，為更深入地瞭解大學生對聊天機器人的感知態度與批判性思維傾向，本研究以台北市某大學所開設之「邏輯思考與應用」課程修課學生作為研究對象，採問卷調查法前、後測，透過授課教師一學期的教學，探究以聊天機器人整合成通識教育教材，並作為大學生學習輔助工具後，學習者對聊天機器人之使用態度與批判性思維關聯性。本研究在學生對機器人感知與批判性思維傾向，建構了偏最小平方法的結構方程模型（PLS-SEM）。結果顯示，學生對於聊天機器人的理想自我能成功預測他們的批判性思維傾向。此外，經過教學干擾後，學生對聊天機器人的使用行為不再影響他們的批判性思維傾向；研究者同時發現，學生對聊天機器人的行為意圖正向影響批判性思維傾向合。這突顯課堂對學生個人成長與自我效能的重要性。最後，通過配對樣本t檢定發現，學生經過新科技輔助學習邏輯思維課程後，其學習結果獲得顯著提升。Rapid advancements in information technology have resulted in significant advances in the field of education in recent years. Considering the state of education today, it is no longer unusual to see digital technology used into lesson plans. Generative chatbots have been an essential component of artificial intelligence applications since the launch of ChatGPT in 2022. Previous studies have demonstrated that including chatbots into course materials and student learning tools can significantly improve students' overall well-being, learning effectiveness, and other aspects. Though chatbots make society's lives easier, they also present new difficulties for the educational sector. There has been no investigation into the correlation between the acceptance of chatbots by learners in higher education and their critical thinking abilities. Yet, such research, conducted from the learners' perspective, is crucial in education. Additionally, studies have indicated that courses in logical reasoning can effectively enhance the foundations of university students in other subjects and provide opportunities to cultivate their logical thinking and critical thinking abilities. Considering the complexity of chatbot technology, this study believes that logic courses provide an ideal experimental field. Therefore, to gain a deeper understanding of university students' perceptions of chatbots and their tendencies toward critical thinking, this study was conducted. This study selected students enrolled in the "Logical Thinking and Applications" course at a university in Taipei City as the research subjects. A questionnaire survey was conducted before and after the course, and through one semester of instruction by the course instructor, the study explored the correlation between students' attitudes toward using chatbots integrated as general education materials and learning aids for university students and their critical thinking tendencies.This study constructed a Partial Least Squares Structural Equation Model (PLS-SEM) to examine students' perceptions of robots and their propensity for critical thinking. The results indicate that students' ideal self in relation to chatbots successfully predicts their tendency towards critical thinking. Additionally, after instructional intervention, students' use of chatbots no longer affects their propensity for critical thinking. The researchers also found that students' behavioral intentions towards chatbots positively influence their propensity for critical thinking. This highlights the importance of classroom interventions for students' personal growth and self-efficacy. Finally, through paired sample t-tests, it was found that students' learning outcomes significantly improved after taking a logic thinking course assisted by new technology.