在數位科技快速發展與素養導向教學趨勢下，學生的學習已不再僅止於知識記憶， 而需具備跨領域整合、問題解決與高層次思考能力。面對資訊快速流動與人工智慧技術 普及的時代，教育現場亦逐漸重視學生在文化理解、數位應用、創意思考與合作溝通等 多元能力之培養。然而，傳統教學模式多以教師講述與知識傳遞為主，較難有效支持學 生進行主動探究、深度理解與跨領域整合學習。近年來，人工智慧工具逐漸被應用於教 學情境中，能提供即時回饋、互動探索與多元創作機會，為促進學生主動學習與能力培 養帶來新的可能。因此，如何透過適切的教學設計整合人工智慧工具，以支持學生跨領 域學習與深度理解，成為教育現場值得探究的重要課題。 本研究旨在探討AI輔助「新絲路遊戲」融入教學對國小學生在絲路文化認知、溝 通表達能力、創造力及數位人文素養之影響。本研究採準實驗研究設計，以北部某國小 五年級學生為研究對象，透過前後測問卷、創造力作品評分、學生學習成果及溝通表達 行為觀察等多元資料蒐集方式，分析學生在參與 AI 輔助學習歷程中的能力發展情形， 並進一步探究AI工具融入文化主題課程之教學成效與學習表現。 本研究以自行設計之「AI 新絲路遊戲」為教學核心，結合絲綢之路歷史文化與 AI 工具應用，規劃「絲路文物回家大作戰」、「AI 文創工坊」及「文創商品拍賣會」等 情境式學習活動。課程內容涵蓋絲路文化、特色文物認識、文化交流與文創設計等主題， 透過遊戲任務引導學生進行合作學習與問題解決。學生於課程中透過 AI 工具進行文化 資料蒐集、文物資訊分析、創意發想等，並在小組合作與遊戲任務中，進行討論協商、 角色分工與創意設計，以培養其文化理解、問題解決、創意思考與數位應用能力。 研究結果顯示，學生在絲路文化認知與數位人文素養方面均達顯著提升，顯示本教學模式有助於強化學生對絲路文化特色、多元文化交流的理解，並提升其數位工具應用 與資訊整合能力;在創造力表現方面，學生於流暢性、變通性、精密性、獨創性與再定義等面向皆呈現良好發展，顯示 AI 工具能有效支持創意生成、概念轉化與文創作品設計;在溝通表達行為方面，學生於合作互動與任務討論歷程中展現較高參與度與互動表現，能主動分享想法、回應同儕意見並參與小組討論，惟其策略性溝通表現未達顯著差異，顯示相關高層次溝通能力之發展仍需較長時間培養與持續引導。 整體而言，AI 輔助新絲路遊戲教學有助於提升學生文化理解與數位人文素養，並促進創造力與學習參與表現。然而，不同能力面向之成效存在差異，顯示單一教學介入 對高層次溝通能力之影響仍有限。研究建議未來可延長實施時間，並強化溝通策略引 導，以提升學生整體素養發展，作為素養導向課程設計與數位人文教育實踐之參考。;With the rapid development of digital technology and the growing emphasis on competency-based education， student learning is no longer limited to knowledge memorization but increasingly requires interdisciplinary integration， problem-solving skills， and higher-order thinking abilities. In an era characterized by the rapid flow of information and the widespread adoption of artificial intelligence (AI)， educational practices have gradually placed greater importance on cultivating students’ cultural understanding， digital application skills， creative thinking， and collaborative communication abilities. However， traditional teaching approaches， which primarily rely on teacher-centered instruction and knowledge transmission， often struggle to effectively support students’ active inquiry， deep understanding， and interdisciplinary learning. In recent years， AI tools have been increasingly integrated into educational contexts， providing instant feedback， interactive exploration， and diverse creative opportunities， thereby creating new possibilities for enhancing students’ active learning and competency development. Consequently， how to appropriately integrate AI tools into instructional design to support interdisciplinary learning and deep understanding has become an important issue worthy of investigation in contemporary education. This study aimed to explore the effects of integrating an AI-assisted “New Silk Road Game” into instruction on elementary school students’ Silk Road cultural cognition， communication competence， creativity， and digital humanities literacy. A quasi-experimental research design was adopted， with fifth-grade students from an elementary school in northern Taiwan as the research participants. Data were collected through pre- and post-tests， creativity assessment rubrics， students’ learning outcomes， and observations of communication and expression behaviors in order to analyze students’ competency development throughout the AI-assisted learning process and further examine the instructional effectiveness and learning performance of integrating AI tools into culture-themed curricula. The study employed a self-designed “AI New Silk Road Game” as the core instructional framework， integrating Silk Road historical culture with AI tool applications. Situated learning activities such as “The Great Silk Road Artifact Return Mission，” “AI Cultural and Creative Workshop，” and “Cultural Product Auction” were implemented. The curriculum covered topics including Silk Road culture， cultural artifacts， intercultural exchange， and cultural and creative design. Through game-based tasks， students engaged in collaborative learning and problem-solving activities. During the learning process， students used AI tools for cultural information collection， artifact analysis， and creative idea generation. In addition， through group collaboration and game missions， students participated in discussions， negotiations， role assignments， and creative design activities to cultivate their cultural understanding， problem-solving abilities， creative thinking， and digital application skills. The research findings indicated that students showed significant improvement in Silk Road cultural cognition and digital humanities literacy， suggesting that this instructional model effectively enhanced students’ understanding of Silk Road cultural characteristics and intercultural exchange while improving their abilities in digital tool application and information integration. In terms of creativity， students demonstrated positive development in fluency， flexibility， elaboration， originality， and redefinition， indicating that AI tools effectively supported creative idea generation， conceptual transformation， and cultural product design. Regarding communication and expression behaviors， students exhibited higher levels of participation and interaction during collaborative tasks and group discussions， actively sharing ideas， responding to peers’ opinions， and engaging in group interactions. However， no significant differences were found in strategic communication performance， suggesting that the development of higher-order communication skills requires longer-term cultivation and continuous instructional guidance. Overall， AI-assisted New Silk Road Game instruction contributed to enhancing students’ cultural understanding and digital humanities literacy while also promoting creativity and learning engagement. Nevertheless， differences were observed across competency dimensions， indicating that a single instructional intervention may have limited effects on higher-order communication skills. The study suggests that future research could extend the duration of implementation and strengthen communication strategy instruction to further enhance students’ overall competency development， thereby providing references for competency-oriented curriculum design and digital humanities education practices.
