隨著科技的發展，機器人在教育領域的應用也越來越廣泛，過去也有許多針對將機器人應用於教育領域的研究，這些研究都表明將機器人應用於教學之中，有助於學習者學習成效的提升。但這些研究大多都以短期研究為主，同時機器人在教學模式中扮演的角色通常是學習伴侶、導師或工具，這可能意味學習者與在教學中擔任學習伴侶、導師或工具的機器人之間，只能維持短期的關係，透過一開始對於機器人的新鮮感來吸引學習者的學習注意力，從而提升學習成效。因此，本研究主要目的在學習者與機器人之間建立起長期關係，使學習者不會因為對於機器人的新鮮感消失而降低學習成效。

為了在學習者與機器人之間建立起長期關係，並因為這段關係而更加投入於學習，本研究提出「以建立互賴關係設計的機器人寵物來提升學習成效，並與寵物機器人一同在學習情境中展現所學」之學習模式，期望透過讓學習者會因為對於寵物的責任感來驅使自己進行學習活動，同時，學習者也會在學習過程中接受寵物給予的情感支持，藉此在學習者與寵物機器人之間建立起長期的互賴關係，學習者也會因為這段互賴關係而更加投入於學習之中，以強化學習者的學習動機與意願，從而提升學習者的學習成效。

本研究亦將此學習模式應用於實際課程之中，進一步探討本研究提出之學習模式對於學習者的實際影響，研究結果顯示，學習者與寵物機器人之間確實有建立起長期的互賴關係，學習者會因為對於寵物機器人的責任感而主動進行學習，同時也感受到寵物機器人在學習過程中給予的情感支持，學習者也因為寵物機器人的陪伴學習獲得了更好的學習成效。

With the development of science and technology, the application of robots in the field of education has become more and more extensive. In the past, there has been much research on the application of robots in the field of education. These studies have shown that the application of robots in teaching can help learners learn effectively. However, most of these studies are mainly short-term studies, and the role of robots in teaching models is usually learning companions, tutors, or tools, which may mean that with robots in teaching only a short-term relationship can be maintained, and the learner's learning attention can be attracted by the novelty of the robot at the beginning, thereby improving the learning effect. Therefore, the main purpose of this research is to establish a long-term relationship between the learner and the robot so that the learner will not reduce the learning effect because the novelty of the robot disappears.
To establish a long-term relationship between the learner and the robot, and to be more engaged in learning because of this relationship, this study proposes "A robot pet designed to establish an interdependent relationship to improve the learning effect, and together with the robotic pet in the learning situation Show what you have learned" learning model. It is hoped that by allowing learners to drive themselves to learn activities because of their sense of responsibility for pets, at the same time, learners will also receive emotional support from pets during the learning process, thereby establishing a long-term interaction between learners and robotic pets. Because of this interdependent relationship, learners will be more engaged in learning, strengthen the learner's motivation and willingness to learn, and thus improve learner’s learning effect.
This study also applies this learning model to actual courses to further explore the actual impact of the learning model proposed in this study on learners. The results show that there is indeed a long-term interdependence between learners and pet robots. The learner will take the initiative to learn because of the sense of responsibility for the pet robot and feel the emotional support the pet robot gives in the learning process.

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