本研究旨在探討，融入協作型機器人於機構組裝用以增進學生學習動機與成效之課程設計，以機械系學生為研究對象，為了改善學生上課之學習動機與學習成效，融入協作型機器人於課堂，考量人與機器的特性，以人機功能決策為基礎，加入人機互動、協作安全、學習鷹架等考量來發展準則，建立教學課程之模型。
研究目的為設計學習者與機器人協作裝配教學過程，再檢視學習者透過與機器人協作裝配教學過程中的學習動機與學習成效。研究開始拆解裝配流程，對教師及機器人專家進行深度訪談，再經由層級分析擷取出細部要素與準則，透過焦點團體討論共創出融入機器人於協作裝配教學流程設計。
實驗結果，融入機器人協作教學學生學習動機與成效均有顯著影響，透過資料的三角驗證發現學生對於與融入機器人協作裝配的參與意願以及感受多是正面看法；融入機器人協作教學方式，對教學內容較多且需要記憶的部分，學習者的學習成效明顯有提升。本研究為發展一學習者透過機器人輔助學習的體驗模式，思考其問題與因素，探討出具體的結論與建議，討論此模式的可能及發展，為往後提供更合乎人機協作教學的依據。

For undergraduate Mechanical Engineering students, the principles and knowledge of assembly technology are generally taught using a traditional teacher-centric method, in which the teacher or instructor explains and demonstrates the assembly process, while the students remain as passive listeners and observers. This study speculates that such an approach demotivates the students and harms their learning performance as a result. Accordingly, a new teaching model is proposed, in which the students work in cooperation with a robot to complete a specified assembly task. In particular, the robot plays the part of a “teacher” in performing, instructing and explaining certain stages of the assembly process, while the student works under the supervision of the robot in performing the other steps in the assembly process. The effectiveness of the proposed robot-assisted teaching model is evaluated by comparing the assembly knowledge of the students with that of a control group taught using the traditional teacher-based method through a written assessment. The results show that the test subjects outperform the control group. In other words, the feasibility and effectiveness of the proposed method is confirmed.

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