北部某校大學生對於反毒機器人教材之使用及衝擊成效評價

Abstract

本研究的目的是以無藥物濫用經驗之大學生為對象，以計畫行為理論為基礎，運用反毒機器人教材探討大學生在藥物濫用的介入提升學生對於藥物濫用基本識能及拒絕技能成效與大學生對科技產品反毒機器人的使用評價。本研究共招募大學一至四年級140位學生為研究對象，有效樣本114位學生，實驗組學生接受反毒機器人教材介入，介入時間為5節課，共計250分鐘，對照組學生接受傳統講座式的教學課程，介入時間為1節課，共計50分鐘，二組學生在介入課程前進行前測問卷，於課程教材介入後給予後測問卷。統計方法使用SPSS for Windows version 23.0 進行分析，採用描述性統計、配對 t 檢定、廣義估計方程式及一般多元迴歸分析檢定介入前後之變化成效。研究顯示以反毒機器人教材介入藥物濫用教學之學生在基本識能有顯著進步，並且大學生對於使用反毒機器人之態度、主觀規範、知覺行為控制及行為意圖使用評價皆顯著。大學生對於反毒機器人的使用經驗及涉入程度均獲得較高的回饋，尤其是對於已曾經使用過教育機器人的大學生來說，反毒機器人的使用評價前後測也有顯著。結果顯示本研究工具反毒機器人教材可應用於實際情形，未來可將此工具擴及不僅是大學生的使用，建議可融入校園藥物濫用教學提升學生相關知識與技能。The purpose of this study is to target university students without a history of drug abuse and to utilize the Theory of Planned Behavior as a basis. The study aims to examine the effectiveness of intervention using antidrug robot teaching materials in enhancing students' basic knowledge and refusal skills regarding drug abuse. Additionally, the study aims to evaluate the learning outcomes of university students in relation to the antidrug robot technology. A total of 140 university students from grades one to four were recruited as participants for this study, 114 students considered as valid samples. The experimental group received intervention using antidrug robot teaching materials for a total of 5 sessions, lasting 250 minutes. The control group received atraditional lecture-style teaching course for 1 session, lasting 50 minutes. Both groups completed pretest questionnaires before the intervention and post-test questionnaires after the intervention. Statistical analysis was performed using SPSS for Windows version 23.0, employing descriptive statistics, paired-t tests, generalized estimating equations, and multiple regression analysis to examine the changes in effectiveness before and after the intervention.Research shows that students who were exposed to anti-drug robot instructional materials demonstrated significant improvement in their basic literacy. Additionally, college students exhibited significant changes in attitude, subjective norms, perceived behavioral control, and behavioral intentions towards using anti-drug robots. The feedback received from college students regarding their experience and involvement with the anti-drug robots was overwhelmingly positive. This was especially true for those who had prior experience using educational robots, as their evaluation of the anti-drug robots' usage showed significant improvements in pre- and post-tests. The results indicate that the research tool, antidrug robot teaching materials, is applicable in practical settings. In the future, it can be extended beyond the use with university students. It is recommended to integrate this tool into campus drug abuse education to improve students' knowledge and skills in this area.