敘事能力在語言教育中越來越被重視，它涵蓋語言理解、組織與表達等能力，是培養學生語文素養與邏輯思維的重要基礎。而在全球化時代，英文是國際交流的主要媒介，讓學生從小熟悉英語，有助於未來的溝通與發展。生成式人工智慧的快速發展，為教育帶來新的教學模式，其能即時回應學生需求，幫助語言學習更個別化與有效率。因此本研究設計一套具有即時互動與回饋功能的創作繪本系統，輔助學生英文閱讀的理解、促進敘事表達的練習，並透過AI將學生的敘事生成圖片，再讓學生自行以英文配音，完成雙語有聲繪本，進而提升語言能力與學習參與度。
本研究的對象是桃園市某國小五年級的學生，活動總共進行八週。學生使用系統功能，如AI輔助英文閱讀理解、AI輔助繪本圖片生成、AI提供即時評分回饋、同儕繪本分享及觀摩等，創作出屬於自己的繪本並分享給同學看。活動開始前後安排了敘事能力測驗和情境興趣的問卷，來了解系統是否有幫助到學生們的敘事和提高他們的閱讀動機；以及在每週活動結束後讓學生填寫心流問卷，了解學生在參與過程中的投入情況。同時也記錄學生在系統中的活動行為，如詢問故事內容、故事敘事練習、系統評分回饋等，進一步分析不同互動方式是否影響學習效果。
研究結果顯示，學生在參與創作繪本活動後，心流與情境興趣皆有正向表現，其中控制力與觸發情境興趣有顯著提升；敘事能力方面，各向度及總分都有提升，其中在角色及背景、故事情節與故事結論等向度表現顯著進步，尤其對於先備能力較低的學生有明顯補強成效。此外，從學生展現出差異化的互動行為模式發現，使用輔助功能多次且有理解故事內容後再以自己話語敘事故事，以及有針對評分反饋修改敘事的學生，其學習成效也有進步。由此可見，創作繪本活動具備高度教學潛力，建議未來課程設計可持續優化系統互動機制、增強高層次敘事引導，並促進學生間的作品交流，以提升整體語言學習成效和學習動機。

Narrative competence has gained increasing importance in language education. It encompasses language comprehension, organization, and expression, and serves as a foundation for developing students' literacy and logical thinking. In the context of globalization, English has become a key medium for international communication; thus, early exposure to English can enhance students' future communicative abilities. With the rapid advancement of generative artificial intelligence (AI), new instructional models have emerged in education, offering real-time, personalized feedback to better support language learning. This study designed an AI-assisted interactive picture book creation system to support students' English reading comprehension and foster narrative expression. Through the system, students generated illustrations based on their narratives using AI and recorded English voice-overs, producing personalized bilingual audiobooks to enhance language proficiency and engagement.
The study involved fifth-grade students from an elementary school in Taoyuan, Taiwan, and was conducted over an eight-week period. Students used various system functions to create their own picture books, including AI-assisted reading comprehension, AI-generated illustrations, automated scoring and feedback, and peer sharing and viewing. Pre- and post-tests of narrative competence and situational interest were administered to examine the system's impact on students' storytelling ability and motivation. Additionally, weekly flow questionnaires were collected to understand students’ engagement levels. The system also recorded behavioral data such as querying story content, practicing narrative skills, and interacting with AI feedback, allowing further analysis of how different types of interaction influenced learning outcomes.
Results showed that students demonstrated positive gains in both flow and situational interest, with significant improvements in perceived control and triggered interest. Narrative competence improved across all dimensions, particularly in character and background description, plot development, and story conclusions. Notably, students with lower initial abilities showed substantial improvement. Analysis of interaction patterns further indicated that students who frequently utilized support features, demonstrated story comprehension, narrated in their own words, and revised based on feedback achieved greater learning outcomes. These findings suggest that AI-assisted picture book creation holds strong pedagogical potential. Future implementations are encouraged to enhance interactive design, incorporate advanced narrative scaffolding, and promote peer collaboration to further improve students’ language learning outcomes and motivation.

中文文獻
林亞岑（2024）。 基於生成式人工智慧之機器人學生對於英文故事閱讀之影響。桃園市國立中央大學資訊工程學系碩士論文。
邱貞瑋（2022）。 聊天機器人扮演協調者角色對學生英文閱讀興趣影響。桃園市國立中央大學資訊工程學系碩士論文。
英文文獻
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of educational psychology, 94(3), 545. https://doi.org/10.1037/0022-0663.94.3.545
Alkaaf, F., & Al-Bulushi, A. (2017). Tell and write, the effect of storytelling strategy for developing story writing skills among grade seven learners. Open Journal of Modern Linguistics, 7(2), 119-141. https://doi.org/10.3102/00346543070002151
Bansong, K., & Poopatwiboon, S. (2023). The effects of multimodal teaching on English vocabulary knowledge of Thai primary school students (Doctoral dissertation, Mahasarakham University). https://doi.org/10.5539/jel.v12n6p46
Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written communication, 25(2), 166-195.
Cohen, C., Bauer, E., & Minniear, J. (2021). Exploring how language exposure shapes oral narrative skills in French-English emergent bilingual first graders. Linguistics and Education, 63, 100905. https://doi.org/10.1016/j.linged.2021.100905
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. Jossey-Bass Publishers.
Csikszentmihalyi, M., & Csikzentmihaly, M. (1990). Flow: The psychology of optimal experience (Vol. 1990, p. 1). New York: Harper & Row.
Csikszentmihalyi, M., Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of flow. Flow and the foundations of positive psychology: The collected works of Mihaly Csikszentmihalyi, 239-263. https://doi.org/10.1007/978-94-017-9088-8_16
DeCarlo, L. T. (1997). On the meaning and use of kurtosis. Psychological methods, 2(3), 292. https://doi.org/10.1037/1082-989X.2.3.292
Godwin-Jones, R. (2024). Distributed agency in second language learning and teaching through generative AI. arXiv preprint arXiv:2403.20216. https://doi.org/10.48550/arXiv.2403.20216
Heilmann, J., Miller, J. F., Nockerts, A., & Dunaway, C. (2010). Properties of the narrative scoring scheme using narrative retells in young school-age children. https://doi.org/10.1044/1058-0360(2009/08-0024)
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational research, 60(4), 549-571. https://doi.org/10.3102/00346543060004549
Hidi, S., & Baird, W. (1986). Interestingness—A neglected variable in discourse processing. Cognitive science, 10(2), 179-194. https://doi.org/10.1207/s15516709cog1002_3
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127. https://doi.org/10.1207/S15326985EP4102_4
Hidi, S., Renninger, K. A., & Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning. In D. Y. Dai & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 89–115). Lawrence Erlbaum Associates Publishers. https://doi.org/10.4324/9781410610515
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early childhood education journal, 32, 157-163. https://doi.org/10.1023/B:ECEJ.0000048967.94189.a3
Jauhiainen, J. S., & Garagorry Guerra, A. (2024, November). Generative AI and education: dynamic personalization of pupils’ school learning material with ChatGPT. In Frontiers in Education (Vol. 9, p. 1288723). Frontiers Media SA.. https://doi.org/10.3389/feduc.2024.1288723
Jewitt, C. (2005). Multimodality,“reading”, and “writing” for the 21st century. Discourse: studies in the cultural politics of education, 26(3), 315-331. https://doi.org/10.1080/01596300500200011
Jewitt, C. (2006). Technology, literacy and learning: A multimodal approach. Routledge. https://doi.org/10.4324/9780203964101
Jewitt, C. (2008). The visual in learning and creativity: A review of the literature. London: Arts Council.
Kim, S., Park, J., & Lee, H. (2019). Automated essay scoring using a deep learning model. Journal of Educational Technology Development and Exchange, 2(1), 1-17.
Kirchhoff, C. (2013). L2 extensive reading and flow: Clarifying the relationship. Reading in a foreign language, 25(2), 192-212. https://doi.org/10125/66867
Kress, G., & Van Leeuwen, T. (2001). The modes and media of contemporary communication. London: Arnold..
Krumsvik, R. J. (2025, March). GPT-4’s capabilities in handling essay-based exams in Norwegian: an intrinsic case study from the early phase of intervention. In Frontiers in Education (Vol. 10, p. 1444544). Frontiers Media SA. http://doi.org/10.3389/feduc.2025.1444544
Le Huu Thang, & Vu Minh Hue. (2024). The use of story-telling techniques in classroom: An empirical study at Thai Nguyen University. International Journal of Social Science and Human Research, 7(4), 2394–2402. https://doi.org/10.47191/ijsshr/v7-i04-51
Lemke, J. (1998). Multiplying meaning. Reading science: Critical and functional perspectives on discourses of science, 87.
Li, Y. (2024). Usability of ChatGPT in second language acquisition: Capabilities, effectiveness, applications, challenges, and solutions. Studies in Applied Linguistics and TESOL, 24(1). http://dx.doi.org/10.52214/salt.v24i1.12864
Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and psychological measurement, 70(4), 647-671.. https://doi.org/10.1177/0013164409355699
Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. University of Toronto Press.
Moneta, G. B. (2012). On the measurement and conceptualization of flow. In Advances in flow research (pp. 23-50). New York, NY: Springer New York. https://doi.org/10.1007/978-1-4614-2359-1_2
Murgia, E., Pera, M. S., Landoni, M., & Huibers, T. (2023, June). Children on ChatGPT readability in an educational context: myth or opportunity?. In Adjunct Proceedings of the 31st ACM Conference on User Modeling, Adaptation and Personalization (pp. 311-316). https://doi.org/10.1145/3563359.359699
Ng, D. T. K., Tan, C. W., & Leung, J. K. L. (2024). Empowering student self‐regulated learning and science education through ChatGPT: A pioneering pilot study. British Journal of Educational Technology, 55(4), 1328-1353. https://doi.org/10.1111/bjet.13454
Niyozov, N., Bijanov, A., Ganiyev, S., & Kurbonova, R. (2023). The pedagogical principles and effectiveness of utilizing ChatGPT for language learning. E3S Web of Conferences, 410, 01093. https://doi.org/10.1051/e3sconf/202346101093
Ralli, A. M., Kazali, E., Kanellou, M., Mouzaki, A., Antoniou, F., Diamanti, V., & Papaioannou, S. (2021). Oral language and story retelling during preschool and primary school years: developmental patterns and interrelationships. Journal of Psycholinguistic Research, 1-17. https://doi.org/10.1007/s10936-021-09758-3
Restanto, M. (2016). The use of picture book in teaching reading for junior high school students. Journal of English and Education, 4(2), 49-62.
SALT Software, LLC. (2017). Narrative Scoring Scheme (NSS) scoring guide (Rev. ed.). SALT Software.
Sankey, M., Birch, D., & Gardiner, M. W. (2010). Engaging students through multimodal learning environments: The journey continues. Proceedings of the 27th Australasian Society for Computers in Learning in Tertiary Education, 852-863. https://doi.org/10.14742/apubs.2010.2003
Schiefele, U. (1991). Interest, learning, and motivation. Educational psychologist, 26(3-4), 299-323. https://doi.org/10.1080/00461520.1991.9653136
Schraw, G., & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational psychology review, 13(1), 23-52. https://doi.org/10.1023/A:1009004801455
Shahian, L., Pishghadam, R., & Khajavy, G. H. (2017). Flow and reading comprehension: Testing the mediating role of emotioncy. Issues in Educational Research, 27(3), 427-549.
Spencer, T. D., & Petersen, D. B. (2020). Narrative intervention: Principles to practice. Language, Speech, and Hearing Services in Schools, 51(4), 1081-1096. https://doi.org/10.1044/2020_LSHSS-20-00015
Spencer, T. D., Kajian, M., Petersen, D. B., & Bilyk, N. (2013). Effects of an individualized narrative intervention on children’s storytelling and comprehension skills. Journal of Early Intervention, 35(3), 243-269.https://doi.org/10.1177/1053815114540002
Trevino, L. K., & Webster, J. (1992). Flow in computer-mediated communication: Electronic mail and voice mail evaluation and impacts. Communication research, 19(5), 539-573. https://doi.org/10.1177/009365092019005001
Ukrainetz, T. A., Justice, L. M., Kaderavek, J. N., Eisenberg, S. L., Gillam, R. B., & Harm, H. M. (2005). The development of expressive elaboration in fictional narratives https://doi.org/10.1044/1092-4388(2005/095)
Underwood, J. (2017). Exploring AI language assistants with primary EFL students. CALL in a climate of change: adapting to turbulent global conditions–short papers from EUROCALL 2017, 317. https://doi.org/10.14705/rpnet.2017.eurocall2017.733
Vretudaki, H. (2021). Enhancing young children narrative skills: The effects of a self-regulated instructional strategy. American Journal of Educational Research, 9(3), 91-96. http://doi.org/10.12691/education-9-3-1
Wang, Z., & Adesope, O. (2016). Exploring the effects of seductive details with the 4-phase model of interest. Learning and Motivation, 55, 65-77. https://doi.org/10.1016/j.lmot.2016.06.003
Watkins, S. (2020). Empathy through a narrative lens: methodologies to facilitate empathy development in the high school literature classroom (Doctoral dissertation, University of Pittsburgh).