以AI生成幽默輔助公民教育課程教學對公民參與態度、學習動機與學習成效之影響

Abstract

公民教育為現代教育體系中不可或缺的課程，有著培養學生社會責任、批判性思考與民主參與的重要使命。但傳統教學模式過度重視知識灌輸，忽視了與學生之間的情感互動及創造思考的彈性，學習氛圍越趨沉悶。因此本研究旨在探討AI生成幽默輔助公民教育課程的應用，分析學生對公民參與態度、學習動機及學習成效之影響。本研究採前後測準實驗設計，以台北市七年級國中生為研究對象，實驗組45人，對照組38人，共83人。實驗組使用「傳統課程教學搭配AI生成幽默課文內容輔助」，對照組使用「傳統課程教學」，每週一節課，共計5週。研究工具包括：「AI幽默評分表」、「公民參與態度量表」、「學習動機量表」及「平時測驗成績」。本研究實驗結果如下： 一、學生普遍認為AI生成的幽默教學內容相較於傳統課本更具趣味性與吸引力。 二、AI生成式幽默輔助公民課程教學未能顯著提升學生「公民參與態度」，實驗組公民參與態度未顯著高於對照組。 三、AI生成式幽默輔助公民課程教學能顯著提升學生「學習動機」，實驗組學習動機顯著高於對照組。 四、AI生成式幽默輔助公民課程教學能顯著提升學生「學習成效」，實驗組學習成效顯著高於對照組。 最後本研究亦針對未來可能的研究方向與教學實務應用提出建議，希望能為生成式AI融入課程之推動與實踐，提供理論基礎與實務參照。Civic education is an indispensable component of the modern educational system, tasked with fostering students’ sense of social responsibility, critical thinking, and democratic participation. However, traditional teaching models often overemphasize knowledge transmission while neglecting emotional interaction and flexible thinking, resulting in a progressively disengaging learning environment. This study aims to explore the application of AI-generated humor in supporting civic education and to analyze its effects on students’ civic participation attitudes, learning motivation, and learning outcomes.A quasi-experimental pretest-posttest design was adopted, targeting seventh-grade students in Taipei City. A total of 83 students participated, with 45 in the experimental group and 38 in the control group. The experimental group received traditional civic education supplemented with AI-generated humorous content, while the control group received only traditional instruction. The intervention lasted for five weeks, with one session per week. Research instruments included the “AI Humor Evaluation Scale,” the “Civic Participation Attitude Scale,” the “Learning Motivation Scale,” and regular academic assessments.The key findings of this study are as follows:1. Students generally perceived AI-generated humorous teaching content to be more engaging and interesting than traditional textbook materials.2. The AI-generated humor intervention did not significantly enhance students’ civic participation attitudes; no significant difference was found between the experimental and control groups.3. The AI-supported humorous instruction significantly improved students’ learning motivation, with the experimental group showing higher levels than the control group.4. The AI-supported humorous instruction also significantly enhanced students’ learning outcomes, with the experimental group outperforming the control group.Finally, this study offers suggestions for future research and instructional practice, aiming to provide both theoretical foundations and practical references for the integration of generative AI into curriculum design and educational implementation.