臺灣博碩士論文加值系統

在人口結構逐漸老化的情況下，高齡者的需求逐漸受到重視。面對社會勞動力老化，將智慧科技導入社區，並且開拓新服務協助學習為本研究之動機。以服務設計的角度探討高齡者的學習障礙，藉由智慧型機器人Kebbi Air融入場域創造新的學習體驗，給予完善的教學內容，並建立高齡者的健康資訊素養為本研究之目的。本研究對高齡者進行資料蒐集與設計實踐：前期調查透過半結構式訪談，蒐集高齡者相關資料，以及對智慧型機器人的看法；教學設計運用訪談取得的資料，以親和圖法歸納高齡者的需求，分析適合的學習內容，及Kebbi Air融入課程的機會點，以協作機器助手規劃學習互動，搭配4C/ID教學模式，建立機器人互動健康課程；於服務產出後驗證評估，與場域之利害關係人進行討論與修正，確認後投入社區進行教學，並於課程結束後分別利用健康素養、Godspeed調查與系統易用性三種量表問卷評估，接著根據結果進行簡短的非結構式訪談，驗證創新服務是否符合原先的目標與期望。研究結果顯示，接受機器人互動健康課程對高齡者的健康素養有正向作用，另外在Godspeed調查方面，隨著與Kebbi Air的相處時間拉長，對其身分感受也有所改變，心理上有放鬆的現象，不過在系統易用性評估上分數較低，仍需根據訪談內容做出修正。本研究發現，高齡者的學習目的為社交，且不排斥接觸新型智慧科技，讓其了解科技的優勢能增加使用率，導入智慧型機器人輔助學習，能製造高齡者的社交話題，並帶給其生活上更多樂趣；而在課程規劃上，考量到高齡者的年齡與身心衰退的問題，盡可能以符合其使用經驗的互動方式進行，預防出現超出認知負荷的情況；新穎的教學模式使高齡者熟記與活用知識，達到培養健康素養的目標；在設計上，即時做出修正跟改進，高齡者的人機互動更符合自身經驗，智慧科技也能逐漸被高齡者接受，開拓高齡者的視野。

With the aging trends of population structure, the needs of the elderly had gradually received attention increasingly. When facing the aging trends of social workforce, this research was meant to introduce smart technology into communities and develop new services helpful for learning. To explore the learning obstacles of the elderly in the perspective of service design, with the intelligent robot named Kebbi Air, this research was integrated with the fields of innovative learning experience and designed for the purpose with all-around teaching contents with health information available for the elderly. This research conducted data collection and design practice for the elderly. The preliminary survey collected relevant information of the elderly through semi-structured interviews as well as their opinions on smart robots. Teaching design was used to obtain data from interviews, summarize the needs of the elderly and analyze the appropriate learning contents and the opportunities for Kebbi Air to be integrated into curricula. Collaborative machine assistants were used to plan learning interaction. It was combined with the 4C/ID teaching mode to establish robot-interactive health curricula. It was available for verification and evaluation after service output. After compared and discussed with the stakeholders on fields, it could be put into community education after confirmation. After curricula ending, three scale questionnaires, namely health literacy, Godspeed surveys and system usability, were used for questionnaire evaluation. Thereafter, based on results, short unstructured interviews were conducted to verify whether innovative service availably met original goals and expectations. Research results showed taking robot interactive health curricula brought with positive effect on the health literacy among the elderly. In addition, in Godspeed surveys, as the time spent with Kebbi Air increased, their identity and feelings were also changed and they felt psychologically relaxed. However, evaluated scores of system usability were relatively low still required for correction on interview contents. This study found the learning purpose among the elderly was social and they did not exclude any access of new smart technologies. Letting them understand the advantages of technology could increase the usability rate. The introduction of smart robots to assist learning could create social topics for the elderly with much fun enjoyed. In view of curriculum planning, when considering the ages of the elderly and the problems of their physical and mental decline, curricula should be conducted interactively to match their experience and prevent from any situation beyond cognitive load. Novel teaching models made the elderly memorize and make good use of their knowledge to achieve the goals of cultivating health literacy. In the design, immediate correction and improvement could be achieved. The human-computer interaction among the elderly was more in line with their own experience. Smart technology could gradually be accepted by the elderly to develop their vision.

摘要 i
ABSTRACT ii
目錄 iv
表目錄 vii
圖目錄 viii
一、緒論 1
1.1 研究背景 1
1.2 研究動機 1
1.3 研究目的 2
1.4 研究範圍與限制 2
1.5 研究架構 3
二、文獻探討 4
2.1 高齡學習與健康 4
2.1.1 環境支持 4
2.1.2 學習資源 4
2.1.3 健康素養 5
2.1.4 4C/ID教學模式 8
2.2 智慧科技應用 9
2.2.1 人機互動 9
2.2.2 協作機器助手 9
2.2.3 高齡者與機器人 10
2.2.4 智慧型機器人 11
2.3 服務設計 13
2.3.1 原則 13
2.3.2 體驗 13
2.3.3 流程與創新 13
2.4 文獻小結 15
三、研究方法 16
3.1 前期調查 16
3.1.1 場域 16
3.1.2 課程與科技接受 16
3.2 教學設計 17
3.2.1 歸納課程分群 17
3.2.2 健康素養課程架構 17
3.3 驗證評估 18
3.3.1 健康素養量表 18
3.3.2 Godspeed調查量表 19
3.3.3 系統易用性量表 20
3.3.4 訪談意見回饋 21
四、研究結果與討論 22
4.1 前期調查結果 22
4.1.1 場域調查結果 22
4.1.2 課程與科技接受調查結果 22
4.2 教學設計結果 24
4.2.1 課程歸納與定義 24
4.2.2 課程編排 29
4.3 驗證教學 32
4.3.1 實驗目標 32
4.3.2 實驗操作 33
4.4 結果 34
4.4.1 基本背景調查 34
4.4.2 健康素養調查 36
4.4.3 Godspeed調查 39
4.4.4 系統易用性調查 44
4.4.5 量化小結 45
4.4.6 質性探討 45
4.4.7 質性總結 47
4.5 討論 49
五、結論與建議 51
5.1 結論 51
5.2 建議 51
參考文獻 53
附錄 58
附錄一 半結構式訪談問卷─高齡者 58
附錄二 半結構式訪談問卷─教學者 61
附錄三 半結構式訪談問卷─管理者 62
附錄四 AEIOU觀察法表格 63
附錄五 健康素養調查問卷（前、後測） 64
附錄六 Godspeed調查問卷（前測） 65
附錄七 Godspeed調查問卷（後測） 68
附錄八 系統易用性調查問卷 70
附錄九 機器人互動健康課程內容 71

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