順應教育4.0與5G時代的來臨，人類不僅要學會跨界整合的知識與技能，還要能藉助人工智慧(AI)科技的廣博與效率，共同突破當前的困境，創造幸福美好的生活。本文以雲林縣某國小為例，探討該校數位內容導入人工智慧協同教學時，教師選擇AI科技之決策因素。經相關文獻探討，初步認識數位內容導入臺灣教育的現況，進而比較國內外智慧科技及人機協同教學法之發展與應用，接著建構出影響國小教師選擇AI科技決策因素的三大構面及其各項評估準則共十二項。經由專家問卷的發放與資料分析後，發現教師選擇AI科技決策因素之主要構面重要性依序為「協同任務」、「功能特性」和「造型特徵」，而評估準則中重要度依序前四名為「學習扶助」、「代工維安」、「教學觀察」與「記錄檢核」。本研究之分析結果將有助於提供給數位內容開發及個別推薦服務之參考。 To take on the challenge of Education 4.0 and 5G technology, people today not only have to get equipped with interdisciplinary knowledge and skills but also know how to take advantage of the efficiency and extensiveness of artificial intelligence (AI) technology. The purpose of this study was to find out the factors which affect teachers' selection of AI technology as apply digital contents to collaborative teaching with AI technology. This study took an elementary school in Yunlin County as an example. First, based on references, it discussed the current situation of the usage of digital contents in education in Taiwan. Second, it compared the development and application of Artificial Intelligent Technology and the collaborative teaching with AI technology at home and abroad. The study built up with 3 dimensions with 12 determinants based on AHP. The results showed that the priorities of the 3 dimensions were ＂collaborative tasks＂, ＂functional features＂, and ＂modeling features＂. The top 4 priorities among the 12 determinants were ＂computer-aided learning＂, ＂security＂, ＂teaching observation“, and ＂data collection＂. The results of the research are helpful for the development of digital content and individual recommendation service.
