本研究旨在探討「導入聊天機器人」輔助諮商技巧課程教學的教學效果，了解諮商技巧課程對學 習者諮商技巧學習的影響。本研究採取前實驗研究法之單組前後測設計，資料分析採混合方法進 行研究。研究參與者為諮商學系大三學生，研究者在諮商技巧課程前後以「個別諮商能力評量表」 與「傑佛遜同理心量表」為評量工具，輔以教室觀察、同理心反思札記了解諮商技巧的訓練效果， 並於期末考後邀請其同意進行焦點團體訪談作為質性分析。研究發現經過一學期導入聊天機器人 輔助「諮商技巧」課程教學，學習者個別諮商能力除了人格傾向之外，都有長足的進步，包括專 業行為、深層互動、訊息互動、基本溝通、概念形成技能、個人化技能、理論基礎等均達顯著差異。 其中同理心在不同量表結果表現不一致的現象值得進一步探討。質性分析發現聊天機器人做為模 擬個案能降低學習者的練習成本並提高自主學習動機，聊天機器人系統引導學習者逐一認識與練 習不同的諮商技巧，減輕練習諮商的焦慮不安，並更熟稔的運用諮商技巧於課堂同儕模擬諮商中， 結果顯示導入聊天機器人輔助「諮商技巧」課程教學有其特殊貢獻、效果與可行性。最後本研究 針對研究結果提出反思與建議，供未來運用人工智慧輔助諮商教學之依據。

Counselor training requires not only the acquirement of knowledge but also practices of professional skills and techniques. A counseling-skills course usually provides both the knowledge and practice of counseling skills. Due to ethical concerns, the students in the class often use their peers as their practice clients. However, there are three limitations when using peers as clients. First, its availability can be limited because it needs schedule coordination with a peer to set up a practice session. Secondly, it can create pressure to watch and be watched while conducting peer practices. The pressure generates anxiety and can reduce motivation to learn. Lastly, it can be stressful for a novice student to handle the spontaneity of a live counseling session. To address these three limitations, the authors take the advantage of the latest development of artificial intelligence (AI) to incorporate a chatbot into a counseling-skills course. The chatbot techniques have been used in medical, educational, and counseling training. This study used the chatbot as a virtual client for the students to practice their counseling skills. The chatbot system arranges each segment that focuses on an individual skill. It contains instructions to the addressing counseling skill so that the students can reviews before and after their chatbot practice. The chatbot system includes 14 segments which include counseling skills such as debriefing, emotional reflecting, empathizing, structuring, summarizing, immediacy, selfdisclosing, and confronting/challenging. After the practice, the chatbot system provided instant feedbacks to the students. The students practiced a chatbot segment each week. It is a self-learning experience since the students implement it from their own electronical devices and in their own free time. The chatbot system allows great availability because the students can get online and practice with the chatbot any time they want. The students are interacting with the virtual chatbot instead of their peer, so the chatbot exercise can reduce the practice-induced stress because. Furthermore, the chatbot arranges practice segments on a counseling skill each session. This allows the students to focus on learning an individual skill instead of dealing the complication and variation of the spontaneous reactions from the peer practice. This study is to investigate the effectiveness of the chatbot-assisted counseling-skills course. A pre-experimental design was employed. It is with a single-group pretest-posttest methodology and utilizes a mixed-methods approach for comprehensive data analysis. There are 35 third-year undergraduate counseling students participating in this study. This sample has 9 male participants. Both qualitative and quantitative data were collected to examine the effectiveness of the chatbot-assisted course. The quantitative data was from the participants’ completions of the Individual Counseling Competence Assessment Form and the Jefferson Scale of Empathy before and after the course. The Individual Counseling Competence Assessment Form has 8 subscales, which are 7 competence subscales (i.e., Professional Demeanors, Deep Exchanges, Information Exchanges, Basic Communication, Conceptualization, Individualization, and Theoretical Comprehension) and a personality subscale which

聊天機器人、諮商技巧、人工智慧及其應用、標準化個案、課程 教學

chatbot-assisted learning, counseling skills, artificial intelligence’s educational application, virtual client, counselor education