本研究探討大學生如何與生成式人工智慧（generative AI, GenAI）工具進行共創，特別是在設計兒童繪本方面。本研究開發了一個生成式人工智慧學習同伴系統（GenAI Learning Companion, GenAI LC）來促進這一探索，該系統提供了角色設定、故事文本、圖片生成的支持，並透過互動式合作增強共創能力。研究對象為31位大學生，其中15位來自STEM領域，16位來自人文社會科學（HSS）背景。研究結果顯示，學生與GenAI學習同伴的依賴程度和互動模式存在多樣性。根據學生與GenAI 學習同伴的對話紀錄，學生視GenAI學習同伴扮演了兩種角色：資訊提供者和創意促進者。資訊提供者通常缺乏原創性想法，依賴GenAI學習同伴，並以最少的輸入完成創作任務；而創意促進者則提出部分或完整的創意概念，並利用GenAI學習同伴進一步擴展和完善想法。分析顯示出明顯的差異模式：理工背景學生主要將GenAI學習同伴視為資訊提供者，更頻繁地使用它來彌補內容創作上的不足；相反，人文社會背景學生則更常將GenAI學習同伴視為創意促進者，進行更少但更有針對性的互動。但都透過將GenAI學習同伴作為鷹架工具，缺乏繪畫和內容編排技能的學生得以將創意想法轉化為數位兒童繪本。研究證明了GenAI學習同伴在繪本共創中的潛力，並為教育者提供了有效整合這些工具的實用見解。

This study investigates how university students engage with generative AI (GenAI) tools in co-creation, particularly in designing children's picture books. A GenAI Learning Companion system (GenAI LC) was developed to facilitate this exploration, offering support in scripting, illustration, and storyboarding while enabling enhanced co-creativity through interactive collaboration. The study involved 31 university students from two academic backgrounds: 15 from STEM fields and 16 from humanities and social sciences (HSS). Our findings revealed varied dependencies and interaction modes among students with the GenAI LC. Based on their utilization of GenAI LC, participants perceived the GenAI LC as fulfilling two roles: information providers and idea facilitators. Information providers, typically lacking original ideas, often relied on GenAI LC to complete creative tasks with minimal inputs. In contrast, idea facilitators presented partial or substantial creative concepts, utilizing GenAI LC to expand and refine their ideas further. The analysis revealed distinct patterns: STEM students used the GenAI LC predominantly as information providers, engaging with it more frequently to compensate for gaps in content creation. Conversely, HSS students viewed the GenAI LC more often as idea facilitators, engaging in fewer but more focused interactions. By leveraging GenAI LC as a scaffolding role, students with limited skills in drawing and content arrangement were able to materialize their creative thoughts into digital picture books. This study demonstrates the potential of GenAI LC in academic co-creativity and offers practical insights for educators on integrating these tools effectively. This research contributes to understanding the potential of GenAI tools in educational co-creativity and provides actionable insights for educators integrating AI-assisted creative systems.

人工智慧在教育; 共同創造; 數位兒童繪本; 生成式人工智慧; 學習同伴

AI in education; co-creation; digital picture books; GenAI; learning companion