情境學習可以為學習者帶來許多益處，但在教室中建立情境學習的環境會因為學校是一個群體而產生觀眾，例如老師或是同學。而上台演出和觀眾的參與往往會引起學生焦慮，從得知消息、準備練習至真正上台期間都會不斷的發生，可能會因此減緩學習成效或造成演出失誤。再者，情境式學習通常需要學生直接進入情境裡練習，較難以實際察覺自己的學習狀況，想要進而改善或達到反思學習是較為困難的。因此，本研究使用了替身的概念解決上述在實際學習中可能發生的問題，並選用機器人替身而非真人替身，藉此避免受到同儕友誼互動關係的因素干擾。

　　最終，本研究在情境學習系統中建立了一個可由使用者自行設計與製作機器人替身演員，在學習的過渡期提供學生幫助，展現學習成果。除了達到情境學習的目的之外，也讓學習者能專注於學習而不必擔心要親自上台或直接面對觀眾產生的焦慮感及不確定性。並能藉由旁觀者的角度了解自己的學習狀況進行反思學習，同時，學習者也會為了讓同儕看到自己優秀的面貌而持續精進自己。

　　本研究亦與桃園某大學教師合作，研究結果顯示使用本系統的學生學習成果優於傳統情境學習的方式。學生認為製作機器人替身是有趣的，並且會因為機器人用自己的聲音表演而更認真練習。另外，替身能讓學生透過第三人稱視角了解實際的學習情況也是很重要的因素。整體而言，本系統增加了學生的學習興趣、學習強度及學習成效。

Situational learning can bring many benefits to learners. However, the school is a group, setting up a situational learning environment in the classroom will have audiences, such as teachers or classmates. On stage performances and audience participation often arouse students' anxiety, which will continuously happen from the time they learn the news, prepare to practice, and actually take the stage, which may slow down their learning or cause performance errors. Furthermore, situational learning usually requires students to directly enter the situation to practice, and it is more difficult to actually perceive their learning status, improve or achieve reflective learning. This study uses the concept of double to solve the above-mentioned problems that may occur in actual learning. In addition, this study uses robot double instead of real person double to avoid interference from peer interactions.

Finally, this study has established a robot double actor that can be designed and produced by users in the situational learning system, and provides students with help during the transition period of learning to show the learning results. In addition to achieving the purpose of situational learning, it also let learners to focus on learning without worrying about the anxiety and uncertainty of going on stage or directly facing the audience. Learners can understand their own learning situation from the perspective of the bystander and conduct reflective learning. At the same time, learners will continue to practice and keep improving themselves in order to let their peers see their outstanding side.

This study cooperated with teachers and examined at a university in Taoyuan City and conducted an experiment. The experimental results show that the students using this research system are better than traditional learning methods learning effect. The students think that it is fun to make a robot double, and they will practice more seriously because the robot performs with its own voice. In addition, it is also a very important factor for students to be able to understand their own learning through the third-person perspective. On the whole, this system increases students' learning interest, learning intensity and learning effect.

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