本研究旨在探討整合擴增實境與體驗式學習循環，對於國中學習者在學習等高線地形圖概念的影響。研究設計一套擴增實境系統用於輔助學習者將二維等高線圖轉化成三維立體地形，並透過體驗式學習循環的四個步驟，使學習者將學習經驗透過引導、歸納轉化形成知識。
本研究採用準實驗之不等組前後測設計，受試者為台北市某完全中學八年級學生共81位。實驗結果以 ANOVA、ANCOVA、U檢定來檢視兩組學生在學習成效、學習保留與神馳經驗上的差異，並以訪談及回饋表單了解學習者的學習體驗感受及未來使用意願。
研究結果顯示：（一）使用擴增實境體驗式學習循環模式的學習者，其學習成效顯著高於接受傳統講述式教學的學習者；（二）使用擴增實境體驗式學習循環模式的學習者，其學習保留顯著高於接受傳統講述式教學的學習者；（三）使用擴增實境體驗式學習循環模式的學習者，其神馳經驗與接受傳統講述式教學的學習者並無顯著的差異。

The study aims to investigate the impact of integrating augmented reality with experiential learning cycle in learning topographic maps by junior high school students. The researcher designs an augmented reality system to assist learners in transforming two-dimensional contour line into three-dimensional terrain. Also, the four steps of the experiential learning cycle help to guide learners in transforming their learning experiences into knowledge through the steps of reflection and conceptualization.
The study used quasi-experimental design, and invited 81 eighth grade students from a junior high school in Taipei city to participate the learning activity. The results of the study were analyzed by ANOVA, ANCOVA, and U-tests to examine the differences in learning outcomes, learning retention, and flow experience between two groups, also researcher interviewed participants and used feedback form to understand learning experiences and usage intention.
The result showed that: (a) the learning outcomes of the experiment group was significantly higher than the control group. (b) the learning retention of experiment group was significantly higher than the control group. (c) there was no significant difference in flow experience between two groups.

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