本研究希望能設計一具有情緒反應之智慧型虛擬人物，以提供網路主題探索式課程學習輔助之用，然後進一步來探討智慧型虛擬人物的情緒反應功能對學習者在應用網路主題探索式課程時的影響。
本研究的自變項為智慧型虛擬人物的類型，而依變項則是學習者在網路主題探索式課程內的各項學習行為，分別是網路瀏覽行為、學習檢視行為、人際互動行為。
在本研究之資料蒐集期間，共計有158位國小高年級學生參與上述三種型態之網路主題探索式課程之學習，問卷填寫部份則有101份有效問卷。依據系統所蒐集之學習者的各項學習行為資訊以及問卷回饋等資料來源，以次數分配、百分比以及獨立樣本單因子變異數分析等統計方法，進行智慧型虛擬人物對學習者學習行為的影響、智慧型虛擬人物的情緒反應對學習者學習行為的影響以及學習者對智慧型虛擬人物的情緒反應之看法及期待，等三方面的評估。經過資料分析與討論之後，本研究得到下列結論：
一、學習者對智慧型虛擬人物給予正向的肯定與認同。
二、智慧型虛擬人物可以激發學習者的學習動機。
三、智慧型虛擬人物的情緒反應會提高學習者的人際互動行為次數。
四、學習者認為智慧型虛擬人物應該加入情緒反應。
根據研究結果，本研究並進一步提出對未來研究上的相關建議，期盼能作為日後研究者之參考。

The goal of the study is to design a believable agent that is resided in web-theme curriculums and performs as a learning companion. The effects of emotional attributes in believable agent on learners’ learning behaviors are then investigated for the purpose of evaluation.
An empirical research is conducted. The independent variable is the availability of believable agent. As to the dependent variable, learners’ learning behaviors such as navigation, ongoing assessment, and interpersonal communication are of concerns.
There are 158 elementary school students involved in experiment who enroll in a web-theme curriculum which is embedded with different functionalities of intelligent agents. The data are collected with a tracking system and a questionnaire. Statistic methods such as the frequency distribution, percentage and one-way ANOVA are applied to conduct data analysis. The issues of effects of believable agent on learning behaviors and feedbacks provided by students regarding the deployment of agent are explored.
The results of this study reveal that:
1. Learners hold positive attitudes toward intelligent agents.
2. With intelligent agents’ learning supports, the learning motivation in learners could be unleashed.
3. Intelligent agents with emotional attributes promote interaction among learners.
4. Learners acknowledge that the implementation of emotional attributes in intelligent agents was needed.
There are several suggestions for future studies in the end of thesis base on the experiences and results of this study.

中文摘要　　…………………………………………………………………………i
英文摘要　　…………………………………………………………………………ii
致謝辭　　　…………………………………………………………………………iii
目次　　　　…………………………………………………………………………iv
表次　　　　…………………………………………………………………………vi
圖次　　　　…………………………………………………………………………vii
第一章　緒論…………………………………………………………………………1
第一節　研究動機與研究目的…………………………………………………1
第二節　待答問題………………………………………………………………3
第三節　研究變項與研假設……………………………………………………3

第二章　文獻探討……………………………………………………………………
5
第一節　網路主題探索式課程…………………………………………………5
第二節　智慧型虛擬人物………………………………………………………6
第三節　情緒模組………………………………………………………………10
第四節　行為改變技術…………………………………………………………17
第三章　研究方法……………………………………………………………………22
第一節　研究流程………………………………………………………………22
第二節　研究設計………………………………………………………………
23
第三節　系統規劃………………………………………………………………30
第四節　系統實作………………………………………………………………55

第四章　研究結果與討論……………………………………………………………95
第一節　有效樣本統計…………………………………………………………95
第二節　研究結果………………………………………………………………
96
第三節　研究結果的討論………………………………………………………106

第五章　結論與建議…………………………………………………………………110
第一節　研究結果摘要…………………………………………………………
110
第二節　結論……………………………………………………………………111
第三節　未來研究上的建議……………………………………………………112

參考文獻………………………………………………………………………………113
中文部份…………………………………………………………………………113
英文部份…………………………………………………………………………114

附錄一…………………………………………………………………………………116
附錄二…………………………………………………………………………………118

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林瓊如（民89）。網路學習環境中的學習助理之設計與應用研究。國立台南師範學院資訊教育研究所碩士論文，未出版，台南市。
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戴嘉南（民84）。主題輔導工作坊研習手冊。教育部。
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