行動式擴增實境學習系統對情境興趣與學習成效之影響性：以戶外古蹟導覽教育課程為例

The Impact of Mobile Augmented Reality Learning System on Situational Interest and Learning Effectiveness: A Case Study of Outdoor Heritage Guide Education Course

本研究提出一套以擴增實境技術為基礎的行動式擴增實境學習系統，用以探討相較於傳統的行動式學習系統，透過擴增實境技術支援學習者於從事戶外古蹟考察與教學活動時，是否可刺激學習者產生暫時性的情境興趣，並進而影響他們的學習成效與興趣之表現。因此，本研究採用淡水發展史中的馬偕文化為主要教學內容，並以淡水區附近的六棟文物博物館為主，將82位大學生分為實驗組（使用行動式擴增實境學習系統）與對照組（使用傳統的行動式學習系統），以各自完成所規劃的戶外導覽與學習活動；實驗過程中，兩組學生亦需參與學習成效評估的前、後測考試，以及情境興趣量表調查，以衡量學生的學習成效與情境興趣之差異性。最後，透過本研究的實驗結果可證實，學生使用本研究所提供的行動式擴增實境學習系統，相較於沒有擴增實境功能的傳統式行動學習系統，無論是在學習成效和提升興趣的表現上，都呈現出較優異的成果，尤其是在學習成效上的記憶力表現，以及情境興趣裡的潛在興趣、文本興趣與任務興趣之表現，皆有差異化的顯著成果。故本研究認為，即使是在具有豐富學習資源的實體環境中，只要能適當地將擴增實境技術導入於戶外教學活動，並搭配實體物件協助學習者掌握或複習學習重點，可有效地促進學生的學習成效，並刺激其情境興趣與學習動機。

This study proposes a set of mobile augmented reality learning system based on the augmented reality （AR） technology. The purpose is to explore that compared with the traditional mobile learning systems, whether the application of AR technology to support learners’ outdoor heritage investigation and teaching activities can stimulate learners’ temporary situational interest and then affect their learning effectiveness and performance of interest. Therefore, this study uses the Mackay Culture in the development history of Tamsui District as the main teaching content, and focuses on six heritage museums near Tamsui District. A total of 82 college students are divided into the experimental group (using mobile AR learning system) and the control group (using traditional mobile learning system). They need to complete the planned outdoor guide and learning activities respectively. In the process of the experiment, students in both groups need to participate in the pre-test and post-test on their learning effectiveness, as well as the investigation of the situational interest scale in order to measure the difference between the two groups in their learning effectiveness and situational interest. Finally, the experimental results of this study verifies that compared with the traditional learning systems without the AR function, students who use the mobile AR learning system provided by this study performed outstanding results no matter in the learning effectiveness and the improvement of interest, especially in the performance of memory in the aspect of learning effectiveness, and in the performance of potential interest, text interest and task interest in the aspect of situational interest. Therefore, this study believes that even in the physical environment with rich learning resources, as long as the AR technology can be appropriately applied in outdoor teaching activities, combined with the physical objects, to help learners grasp or review learning points, it can absolutely have the potential to promote students’ learning effectiveness and stimulate their situational interest and learning motivation.