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題名 探討三個不同人稱觀點之聊天機器人對改善拖延的影響
Exploring the impact of chatbots with three POVs on reducing procrastination
作者 鄒采倪
Tzou, Tsai-Ni
貢獻者 鄭霈絨<br>廖峻鋒
Cheng, Pei-Jung<br>Liao, Chun-Feng
鄒采倪
Tzou, Tsai-Ni
關鍵詞 人稱觀點
聊天機器人
拖延改善
時間動機理論
Person point of view
Chatbot
Procrastination reduction
Time motivation theory
日期 2022
上傳時間 5-Oct-2022 09:26:22 (UTC+8)
摘要 學業拖延已被認定為一種普遍存在的問題，超過六成以上的大學生及研究生拖延，且超過半數已造成困擾。因此，本研究以具有方便性的聊天機器人為載體，探究不同人稱觀點的聊天機器人對拖延的改善是否有差異。本研究透過聊天機器人傳送「第一人稱」、「第二人稱」、「第三人稱」觀點的訊息，以進度追蹤、學習動機等工具了解大學生與研究生的拖延改善效果，並以問卷了解他們對不同人稱觀點的感受。本研究採組內設計形式，每位參與者將分別使用三個不同人稱的聊天機器人，最終參與者共有22名拖延者及4名非拖延者完整參與實驗。
研究結果顯示：（1）參與者的進度走勢主要可以歸納為三種類型，其中，與第一人稱對話時的任務完成人數、完成度與主觀有用程度皆高於與第二人稱及第三人稱對話；（2）多數拖延參與者在三個人稱觀點聊天機器人中，會有與其中一個人稱對話的任務完成度優於與其他兩個人稱對話的現象；（3）參與者與三個人稱對話後，會在學習動機的不同的構面上較高分，顯示不同人稱觀點對話確實會在學習動機上有不同的效果；（4）參與者對三個不同人稱觀點聊天機器人的共同感受為理性客觀、自我對話、照顧關愛，與聊天機器人的關係為「監督」、「提醒」、「親友」；（5）參與者認為與第一人稱觀點聊天機器人對話有「放大自己」的特性，可以促進參與者反思，在進度的表現上有較好的影響；他們認為與第二人稱對話最為自然，最像與真人對話，但容易出現較直接、上對下關係的感受；而他們認為與第三人稱對話則較為新奇，但與自身最沒有關係。
Academic procrastination is a common problem, more than 60% of college and graduate students procrastinate, and more than half have caused trouble. This research used chatbots to send messages with "first-person," "second-person," and "third-person" viewpoints respectively and used research tools such as progress tracking and learning motivation questionnaire to understand the differences in procrastination reduction of the subjects. The study applied the within-subject design, all the participants should use chatbots with three point of views (POVs) respectively. Finally, total 22 procrastinators and 4 non-procrastinators were recruited to complete the experiment.
The result shows that: (1) The daily progress trend of the participants can be mainly classified into three types. The number of task complete participant, and the degree of completion and subjective usefulness in the dialogue with the first-person are higher than second-person and third-person; (2) Most of the procrastinators have a phenomena, which is they had a better impact on the completion degree with one of the POVs chatbot than with the other two; (3) After the participants had conversations with three POVs chatbots, the study found that they would have higher scores on different aspect of learning motivation, indicating that conversations with a different POV chatbot does have a different effect on learning motivation; (4) The common feelings of the participants to the three POVs chatbots are "rational" and "objective", "self-talk", "caring", and the relationship with the chatbots is "supervision", "reminder", "friend " (5) The participants believed that dialogue with the first-person POV chatbot had the feature of "self-magnified", which can enhance the participants` reflection and have a better impact on the completion degree; they thought that dialogue with the second-person POV chatbot was the most natural, as well as the most similar to chat with a real person, but it is easy to have the feelings of direct and superior-subordinate relationship; while they thought that dialogue with the third-person POV was more novel, but had the least relationship to themselves.
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濮世禹（2019）。克服拖延症創新購物網站。〔未出版碩士論文〕國立臺北科技大學互動設計系。
謝佩錡（2021）。以時間管理為主的線上自我調整訓練改善大學生拖延之成效探討。〔未出版碩士論文〕國立成功大學心理學系。

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描述 碩士
國立政治大學
數位內容碩士學位學程
109462003
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109462003
資料類型 thesis
dc.contributor.advisor 鄭霈絨<br>廖峻鋒zh_TW
dc.contributor.advisor Cheng, Pei-Jung<br>Liao, Chun-Fengen_US
dc.contributor.author (Authors) 鄒采倪zh_TW
dc.contributor.author (Authors) Tzou, Tsai-Nien_US
dc.creator (作者) 鄒采倪zh_TW
dc.creator (作者) Tzou, Tsai-Nien_US
dc.date (日期) 2022en_US
dc.date.accessioned 5-Oct-2022 09:26:22 (UTC+8)-
dc.date.available 5-Oct-2022 09:26:22 (UTC+8)-
dc.date.issued (上傳時間) 5-Oct-2022 09:26:22 (UTC+8)-
dc.identifier (Other Identifiers) G0109462003en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/142170-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 數位內容碩士學位學程zh_TW
dc.description (描述) 109462003zh_TW
dc.description.abstract (摘要) 學業拖延已被認定為一種普遍存在的問題，超過六成以上的大學生及研究生拖延，且超過半數已造成困擾。因此，本研究以具有方便性的聊天機器人為載體，探究不同人稱觀點的聊天機器人對拖延的改善是否有差異。本研究透過聊天機器人傳送「第一人稱」、「第二人稱」、「第三人稱」觀點的訊息，以進度追蹤、學習動機等工具了解大學生與研究生的拖延改善效果，並以問卷了解他們對不同人稱觀點的感受。本研究採組內設計形式，每位參與者將分別使用三個不同人稱的聊天機器人，最終參與者共有22名拖延者及4名非拖延者完整參與實驗。
研究結果顯示：（1）參與者的進度走勢主要可以歸納為三種類型，其中，與第一人稱對話時的任務完成人數、完成度與主觀有用程度皆高於與第二人稱及第三人稱對話；（2）多數拖延參與者在三個人稱觀點聊天機器人中，會有與其中一個人稱對話的任務完成度優於與其他兩個人稱對話的現象；（3）參與者與三個人稱對話後，會在學習動機的不同的構面上較高分，顯示不同人稱觀點對話確實會在學習動機上有不同的效果；（4）參與者對三個不同人稱觀點聊天機器人的共同感受為理性客觀、自我對話、照顧關愛，與聊天機器人的關係為「監督」、「提醒」、「親友」；（5）參與者認為與第一人稱觀點聊天機器人對話有「放大自己」的特性，可以促進參與者反思，在進度的表現上有較好的影響；他們認為與第二人稱對話最為自然，最像與真人對話，但容易出現較直接、上對下關係的感受；而他們認為與第三人稱對話則較為新奇，但與自身最沒有關係。		zh_TW
dc.description.abstract (摘要) Academic procrastination is a common problem, more than 60% of college and graduate students procrastinate, and more than half have caused trouble. This research used chatbots to send messages with "first-person," "second-person," and "third-person" viewpoints respectively and used research tools such as progress tracking and learning motivation questionnaire to understand the differences in procrastination reduction of the subjects. The study applied the within-subject design, all the participants should use chatbots with three point of views (POVs) respectively. Finally, total 22 procrastinators and 4 non-procrastinators were recruited to complete the experiment.
The result shows that: (1) The daily progress trend of the participants can be mainly classified into three types. The number of task complete participant, and the degree of completion and subjective usefulness in the dialogue with the first-person are higher than second-person and third-person; (2) Most of the procrastinators have a phenomena, which is they had a better impact on the completion degree with one of the POVs chatbot than with the other two; (3) After the participants had conversations with three POVs chatbots, the study found that they would have higher scores on different aspect of learning motivation, indicating that conversations with a different POV chatbot does have a different effect on learning motivation; (4) The common feelings of the participants to the three POVs chatbots are "rational" and "objective", "self-talk", "caring", and the relationship with the chatbots is "supervision", "reminder", "friend " (5) The participants believed that dialogue with the first-person POV chatbot had the feature of "self-magnified", which can enhance the participants` reflection and have a better impact on the completion degree; they thought that dialogue with the second-person POV chatbot was the most natural, as well as the most similar to chat with a real person, but it is easy to have the feelings of direct and superior-subordinate relationship; while they thought that dialogue with the third-person POV was more novel, but had the least relationship to themselves.		en_US
dc.description.tableofcontents 謝辭 I
摘要 II
ABSTRACT III
目次 V
表次 VIII
圖次 X
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第三節 研究流程與步驟 3
第四節 研究範圍與限制 5
第二章 文獻探討 6
第一節 拖延 6
第二節 聊天機器人之特性 12
第三節 不同人稱觀點之影響 15
第四節 小結 18
第三章 研究設計 20
第一節 研究變項 20
第二節 正式實驗流程 27
第三節 資料研究工具 29
第四章 研究結果與分析 33
第一節 實驗前測結果分析 33
第二節 正式實驗參與者資料與研究工具分析 36
第三節 拖延改善效果 37
第四節 人稱觀點感受 55
第五節 綜合討論 63
第五章 研究結論與建議 67
第一節 研究結論 67
第二節 未來研究建議 68
參考文獻 70
附錄 80
附錄一 非理性拖延量表 80
附錄二 不同人稱聊天機器人訊息 81
附錄三 學業動機量表 85
附錄四 聊天機器人實驗後問卷 86
附錄五 實驗招募規則及注意事項 89
附錄六 參與者任務進度圖 91
附錄七 人稱進度圖 100
附錄八 主觀拖延改善效果得分及原因 102
附錄九 改善拖延實驗結果 106
附錄十 聊天機器人關係及原因 107
附錄十一 聊天機器人繼續使用意願偏好及原因 111
附錄十二 完整實驗過程截圖 112		zh_TW
dc.format.extent 12080337 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109462003en_US
dc.subject (關鍵詞) 人稱觀點zh_TW
dc.subject (關鍵詞) 聊天機器人zh_TW
dc.subject (關鍵詞) 拖延改善zh_TW
dc.subject (關鍵詞) 時間動機理論zh_TW
dc.subject (關鍵詞) Person point of viewen_US
dc.subject (關鍵詞) Chatboten_US
dc.subject (關鍵詞) Procrastination reductionen_US
dc.subject (關鍵詞) Time motivation theoryen_US
dc.title (題名) 探討三個不同人稱觀點之聊天機器人對改善拖延的影響zh_TW
dc.title (題名) Exploring the impact of chatbots with three POVs on reducing procrastinationen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU202201559en_US