Type of Credit: Elective
Credit(s)
Number of Students
課程旨在引導學生探究生成式人工智慧（Generative AI）於教育理論應用與教學設計研究中的角色與實踐。課程聚焦兩種GAI角色：對話型代理人（conversational agents）與教學型代理人（pedagogical agents），說明其在課程設計、教學活動、學習評量與學生支持上的功能與限制。課程強調「GAI提升學習」（GAI-enhanced learning）概念，並導引學生批判性地思考AI與教育學習理論、實務與研究之間的關係。
聽聽5分鐘Podcast了解課程: https://notebooklm.google.com/notebook/f948ce79-fda4-4515-9fc5-46466cc43da8/audio (需登入Google account)
注意: 本年度此課程將與美國Unviersity of Kansas, Deparement of Visual Art. 李知音教授 (Jhih-yin Diane Lee)合作，提供雙方學生進行非同步或同步交流。因此，此教案將會作些許調整，細節將開學公布，因此想選修的學生務必第一堂出席，避免影響自身權益。
能力項目說明
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週次 Week |
課程主題 Topic |
課程內容與指定閱讀 Content and Reading Assignment |
教學活動與作業 Teaching Activities and Homework |
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1 |
課程介紹 |
我們知道AI多少? |
講述與討論 |
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2 |
教育中的生成式 AI |
AI 基礎知識 Guo, K., Zhong, Y., Qin, J., & Chu, S. K. W. (2025). Investigating EFL teachers’ lesson planning for chatbot-assisted learning of argumentative writing: a TPACK perspective. Interactive Learning Environments, 33(2), 1520-1541. |
講述與討論 |
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3 |
AI literacy 及 AI 在教學的應用 Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming education: A comprehensive review of generative artificial intelligence in educational settings through bibliometric and content analysis. Sustainability, 15(17), 12983. Yeh, H. C. (2025). The synergy of generative AI and inquiry-based learning: transforming the landscape of English teaching and learning. Interactive Learning Environments, 33(1), 88-102. |
講述與討論 |
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4 |
AI在教學的顧慮 Giannakos, M., Azevedo, R., Brusilovsky, P., Cukurova, M., Dimitriadis, Y., Hernandez-Leo, D., ... & Rienties, B. (2025). The promise and challenges of generative AI in education. Behaviour & Information Technology, 44(11), 2518-2544. |
講述與討論 |
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5 |
對話型代理人 |
定義對話型代理人 Liu, C. C., Liao, M. G., Chang, C. H., & Lin, H. M. (2022). An analysis of children’interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 189, 104576. Xu, Y., Aubele, J., Vigil, V., Bustamante, A. S., Kim, Y. S., & Warschauer, M. (2022). Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement. Child Development, 93(2), 149-167. |
講述與討論 |
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6 |
對話型代理人的理論與設計 Kumar, J. A. (2021). Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course. International journal of educational technology in higher education, 18(1), 65. Lee, D., & Yeo, S. (2022). Developing an AI-based chatbot for practicing responsive teaching in mathematics. Computers & Education, 191, 104646. |
講述與討論 |
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7 |
教學型代理人 |
定義教學型代理人 Li, X., Lan, Y. J., Pi, Z., Qi, G. Y., Grant, S., & Sun, J. (2025). Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings. British Journal of Educational Technology, 56(4), 1507-1529. Lin, L., Ginns, P., Wang, T., & Zhang, P. (2020). Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain?. Computers & Education, 143, 103658. |
講述與討論 |
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8 |
教學型代理人設計 Sikström, P., Valentini, C., Sivunen, A., & Kärkkäinen, T. (2022). How pedagogical agents communicate with students: A two-phase systematic review. Computers & Education, 188, 104564. Wang, X., Pang, H., Wallace, M. P., Wang, Q., & Chen, W. (2024). Learners’ perceived AI presences in AI-supported language learning: A study of AI as a humanized agent from community of inquiry. Computer Assisted Language Learning, 37(4), 814-840. |
講述與討論 |
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9 |
教學型代理人設計 |
教學型代理人設計 |
工作坊 |
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10 |
GenAI研究 構想 |
GenAI研究構想 |
個人分享與討論 |
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11 |
GenAI研究 構想 |
GenAI研究構想 |
個人分享與討論 |
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12 |
GenAI研究設計 |
GenAI研究設計 |
講述與討論 |
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13 |
GenAI影片回饋 |
跨國影片回饋 |
跨國合作:11/24前完成 |
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14 |
GenAI總結與回顧 |
GenAI總結與回顧 |
講述與討論 |
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15 |
AI實施成果分享 |
展示並反思 AI 實施成果 |
討論 |
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16 |
AI實施成果分享 |
展示並反思 AI 實施成果 |
討論 |
教學型代理人標準
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Sub-Criteria |
Indicators |
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創新語教學相關度 (30%) |
教育適切性 |
能回應真實教育情境與需求 |
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創意性 |
展現 AI 在教學中之創新應用 |
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教學對應 (30%) |
學習目標對應 |
與教學目標連結 |
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教學適切性 |
符合目標學生與教學情境 |
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技術實作 (20%) |
功能 |
系統運作正常 |
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清晰與易用 |
對學習者易於理解與操作 |
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簡報與說明 (20%) |
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清楚說明設計過程與決策 |
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簡報吸引力 |
簡報結構清晰、有焦點並具吸引力 |
研究計畫
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Sub-Criteria |
Indicators |
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研究動機與問題(25%) |
問題定義 |
清楚點出目前教育問題與重要性 |
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研究問題 |
具可行性並與問題連結明確 |
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理論基礎 (20%) |
文獻整合 |
整合相關實證研究 |
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方法 (25%) |
研究對象與資料蒐集 |
清楚描述對象與蒐集方式 |
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分析方式 |
說明如何分析資料並回應研究問題 |
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可行與一致度(15%) |
設計邏輯 |
研究動機、方法與預期結果間邏輯清晰 |
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寫作 (15%) |
結構與清晰度 |
組織清楚、具學術性且簡明扼要 |
Final presentation rubric
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Sub-Criteria |
Indicators |
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成果與省思 (60%) |
研究成果呈現 |
清楚呈現 AI 實施結果 |
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省思深度 |
具評估與自我批判的能力 |
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表達與互動 (40%) |
口語表達 |
語言清晰流暢 |
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互動 |
回應問題並促進互動 |
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視覺 |
視覺設計良好 |
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簡報流程 |
時間與內容安排有條理 |
Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming education: A comprehensive review of generative artificial intelligence in educational settings through bibliometric and content analysis. Sustainability, 15(17), 12983.
Guo, K., Zhong, Y., Qin, J., & Chu, S. K. W. (2025). Investigating EFL teachers’ lesson planning for chatbot-assisted learning of argumentative writing: a TPACK perspective. Interactive Learning Environments, 33(2), 1520-1541.
Kumar, J. A. (2021). Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course. International journal of educational technology in higher education, 18(1), 65.
Lee, D., & Yeo, S. (2022). Developing an AI-based chatbot for practicing responsive teaching in mathematics. Computers & Education, 191, 104646.
Li, X., Lan, Y. J., Pi, Z., Qi, G. Y., Grant, S., & Sun, J. (2025). Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings. British Journal of Educational Technology, 56(4), 1507-1529.
Lin, L., Ginns, P., Wang, T., & Zhang, P. (2020). Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain?. Computers & Education, 143, 103658.
Liu, C. C., Liao, M. G., Chang, C. H., & Lin, H. M. (2022). An analysis of children’interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 189, 104576.
Sikström, P., Valentini, C., Sivunen, A., & Kärkkäinen, T. (2022). How pedagogical agents communicate with students: A two-phase systematic review. Computers & Education, 188, 104564.
Vázquez-Cano, E., Mengual-Andrés, S., & López-Meneses, E. (2021). Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments. International Journal of Educational Technology in Higher Education, 18(1), 33.
Wang, X., Pang, H., Wallace, M. P., Wang, Q., & Chen, W. (2024). Learners’ perceived AI presences in AI-supported language learning: A study of AI as a humanized agent from community of inquiry. Computer Assisted Language Learning, 37(4), 814-840.
Xu, Y., Aubele, J., Vigil, V., Bustamante, A. S., Kim, Y. S., & Warschauer, M. (2022). Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement. Child Development, 93(2), 149-167.
Yeh, H. C. (2025). The synergy of generative AI and inquiry-based learning: transforming the landscape of English teaching and learning. Interactive Learning Environments, 33(1), 88-102.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators?. International journal of educational technology in higher education, 16(1), 1-27.