隨著機器人硬體功能上的精進以及藉由與電腦的結合，我們已經可以擁有程式化編輯機器人的功能。有學者指出，藉由學習者與機器人互動的過程中，能提昇參與度、專注力、娛樂和內在興趣的感覺。另外有學者也指出透過動手設計(design and create)一個作品的過程中，有助於提昇學童的創意表達能力、創新的解難能力、跨學科學習能力、語言表達能力。
目前語文老師們在上課中常應用肢體反應故事教學法，以生動活潑的肢體反應配合說故事的教學方式，教導學生瞭解句子中所要表達的意義以及單字的意思。本研究將此教學法結合創作設計的概念，並搭配機器人傑出的動作，設計一套”可程式化說故事機器人”的系統，打造出於分享中設計、於設計中學習的活動，讓學生在我們所設計的教材中，可以反過來當一位老師、一位設計者，親自設計故事、設計符合故事的機器人動作以及錄製聲音，創作出表演型機器人。
本系統實驗對象為10位22～24歲，具有資工背景的男性學生。學生分別做了三種實驗（純故事文章閱讀、故事中部份句子重組搭配TextToSpeech(TTS)、利用本系統設計創作出表演型機器人）。初步的實驗結果顯示，若只是單純的閱讀故事文章，學生容易感到厭煩與不耐煩，進而影響到學習英文的興趣，且習得單字的效果不佳。而採用我們所設計的系統後，學生感覺到學習有如在玩樂一般，不但可以拉長學生的學習時間，也可以在設計機器人動作的過程中學習到單字，並從教導機器人說故事的過程中得到聽、說能力的改善，也增進學習者應用單字來製造句子的能力。

With the advancement of functions of the hardware and the system integration, we have already possessed the function that can use programs to control robots. Scholars indicated that through the interaction with robots, learners can improve their degree about the participation, the attraction, the entertainment and intrinsic interests. On the other hand, some scholars mentioned that the process of designing and creating a finished product can help learners improve their ability about creative expression, innovative solving difficulties, cross-subject learning and language expression.
Nowadays, language teachers usually utilize TPRS which combines vigorous body language and story-telling method to let students understand the meaning of vocabulary or sentences. The aim of this research is to integrate 3 main functions, TPRS, creative design and outstanding movements of robots, to design a set of system – designing story-telling robot. This system can represent environment where learners can design a story from shares with each other and learn knowledge from the design can make a learner be a teacher, a designer to personally design stories, design movements appropriate for stories, record voice and create a demonstrated robot.
In this system, the experimental subjects are ten 22-24 years old male who are information engineering students. They were experimented by 3 aspects respectively – purely reading stories, reassembling sentences of stories and integrating TextToSpeech(TTS), and using the system to design demonstrated robots. The initial result of this experiment shows that purely reading stories made students boring and inpatient that would influence students? interests in learning English and the effect of learning vocabulary was also not good enough. On the contrary, students who adopted our system felt the study as a game. Thus, learners can extend their study time and learn vocabulary through designing movements of the robot. In addition, teaching robots to tell a story not only make learners? listening and speaking ability be improved but also help students have capacity using vocabulary.

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