本研究開發一套擴增實境工具，輔助學生學習立方體展開圖與三視圖的空間幾何概念，並了解所設計工具是否能有效幫助學生提升學習成效。研究採用準實驗設計法，以比較學生使用擴增實境工具與傳統實體教具學習之差異。研究對象為台北市某國中兩班八年級學生，其中一班23人為實驗組，使用擴增實境工具搭配實體教具；另一班22人為控制組，僅使用實體教具進行學習。教學活動結束後，兩組學生皆進行空間幾何學習成就測驗並填寫態度問卷，以了解其實施成果。
研究結果發現，擴增實境工具有助於學生由物件的三視圖想像其立體圖，但在正立方體展開圖及由立體圖想像三視圖的效益並不顯著。推測其原因為中學生已具備正立方體展開圖的先備知識，且三視圖亦有部分學習內容對學生而言難度較低，因此學生的心像相對較容易建立。在學習態度方面，使用傳統教具學習正立方體展開圖學生比使用擴增實境工具學生展現出較高的信心，推測是因為傳統教具的操作更為直覺，學生能更快速的驗證心像。
建議未來可將擴增實境工具應用到其他空間幾何單元，並選擇學生比較不熟悉或內容較複雜困難的單元。此外，應改善擴增實境工具操作的複雜性，以降低學生學習認知負荷；並提升系統辨識圖形及物件之效能，加入資料存取功能以提供資料分析使用。

This study developed an augmented reality (AR) tool to assist middle school student learning spatial geometry. By applying AR techniques, the tool adds helpful virtual information to physical objects to help student create and manipulate mental imagery of the objects. We used a quasi-experimental design to evaluate the effectiveness of the developed AR tool. Two classes of 8th grade students from a middle school in Taipei City participated in this study, with one class of twenty-three students serving as the experimental group (AR group), and the other class of twenty-two students serving as the control group. Both groups were asked to take a spatial geometry test and filled out an attitude questionnaire at the end of the experiment.
The results show that the AR tool helped students imagine the solid figure of an object from its three-dimensional views, but its effectiveness in learning cubic nets and three-dimensional views of an object is not prominent. The reason probably lies in that students have learned cubic nets before, and that three-dimensional views concepts are less challenging for students. Students in the control group expressed more confidence in learning cubic nets than the experimental group. This may be due to the use of AR tool is not as intuitive as the traditional tool. Future studies are suggested to improve the user-friendly of the AR tool and thus decrease students’ cognitive load. It is recommended to extend the use of AR tool to other spatial geometry contents where the concepts are new and complicate/difficult to students. Finally, the current AR tool could be improved in terms of identification performance, operational flexibility, and data access features.

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