本研究以月相變化概念為例，探討不同先備知識的個體在擴增實境系統中概念學習與認知歷程的差異。研究對象為30位自願參加的大學生，文學院14位與理學院16位受試者，這些受試者在國、高中階段皆有修習過地球科學課程。本研究先使用前測來了解受試者的先備知識及學習特性，然後受試者透過研究者發展的月相變化擴增實境軟體進行概念學習，學習過程全程以眼球追蹤儀器紀錄受試者的注意力型態，最後再透過後測分析學習成效。
資料分析部分則透過SPSS23軟體，將受試者依學習表現分組並根據前、後測分數、各項眼動指標資料以及學習者特性(學科背景、態度、動機、空間概念)，進行描述性統計、成對T 檢定、相關性檢定。
研究發現透過AR學習確實能提升學習者的學習成效，其中理工組背景的受試者在觀看擴增實境教材時，對太空、地球視角等空間概念為主的興趣區間，會需要花較多時間閱讀理解，學習成效較佳，但若閱讀紙本材料越多則顯示學習者對於AR學習越沒有信心、興趣不高，且對學習成效沒有太大幫助。

This study used the eye tracking technique to analyze students’ visual attention distributions when they learned the changing of moon phases in an Augmented Reality system. There are 30 university students voluntarily participated this research, they all had learned the concepts about moon phases before. Before and after the experiment, they were tested on related concepts.
The test scores, eye tracking data and learner’s characteristic were analyzed using the SPSS23 program. Correlation and t-test analyses were applied. The results showed that most of the participants obtained better scores after using the Augmented reality. The science and technology group usually like to read the AOI of space and earth, they took much more time to understand the concept and had better learning effectiveness. However, if they spent many times to read the paper, it means they don’t have much interesting of using the AR application to learning, and it’s not great for learning.

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