本研究旨在探討學習順序及提示策略整合ARCS動機模式，對國中八年級學習者在英語字彙學習成效、學習動機及學習態度之影響。研究對象為國中八年級學習者，有效樣本為123人。本研究採因子設計之準實驗研究法，自變項為「學習順序」與「提示策略」，「學習順序」依學習活動呈現順序，分為「先閱讀後聚焦」及「先聚焦後閱讀」兩組；「提示策略」依提示內容之差異，分為「同義詞提示」及「圖文提示」兩組。依變項為英語學習成效(知識理解、知識應用)、英語學習動機(注意、相關、信心、滿意)與英語學習態度(情意成分、認知成分、行為成分、科技接受度)。
研究結果發現：英語學習成效方面，(1)在知識理解面向，「圖文提示」組學習者表現優於「同義詞提示」組學習者，(2)在知識應用面向，「先閱讀後聚焦」組學習者表現優於「先聚焦後閱讀」組學習者。英語學習動機方面，各實驗組皆抱持正向學習動機，其中「先閱讀後聚焦」的情況下，「圖文提示」學習者於注意面向優於「同義詞提示」學習者；而接受「圖文提示」的學習者，採用「先閱讀後聚焦」的表現優於「先聚焦後閱讀」；在信心面向，「圖文提示」組學習者優於「同義詞提示」組學習者。英語學習態度方面，各實驗組也皆抱持正向態度，其中「先閱讀後聚焦」組學習者在學習自信心及科技有效性面向表現優於「先聚焦後閱讀」組學習者。

This study aims to investigate the impact of integrating the ARCS model with learning sequence and prompting strategy on eighth graders’ English vocabulary learning performance, motivation, and attitude while learning in an AR-enhanced contextualized environment. A quasi-experimental design was employed and the effective sample size was 123. The independent variables included types of learning sequence (Read-and-Focus vs. Focus-and-Read) and types of prompting strategy (glosses prompt vs. dual-coding prompt). The dependent variables were English learning performance, motivation and attitude.
The results indicated that (a) for the comprehension performance, the dual-coding prompt group outperformed the glosses prompt group, (b) as for the application performance, the Read-and-Focus group had better performance than the Focus-and-Read group. All the participants showed positive motivation toward English learning. In terms of attention, the dual-coding prompt group outperformed the glosses prompt group in the condition of Read-and-Focus order, while in the condition of dual-coding prompt, the Read-and-Focus group had better attention than the Focus-and-Read group. Additionally, the dual-coding prompt group showed better confidence than the glosses prompt group. All the participants exhibited positive attitude toward English learning. The Read-and-Focus group outperformed the Focus-and-Read group in terms of learning confidence and effectiveness of technology.

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