本研究為探討擴增實境結合ARCS動機理論應用於公民教育中有關基礎法律知識學習之成效，主要探討使用擴增實境結合動機理論之架構學習，是否能幫助國中七年級學生理解基礎法律知識並增強對法律知識的學習動機。近年，隨疫情肆虐，社會也出現亂象，青少年的犯罪率提升，年輕學童對法律知識的理解需要受到重視。從文獻中可知，過往的公民教育與法律知識的教學方式固定，在課程中缺乏互動性與提升動機的要素，學習內容缺少與學習者生活連結的案例，使學習成效不穩定。因此，本研究將使用擴增實境結合ARCS動機理論四步驟，設計一款學習輔助系統：CARL系統，透過科技與學習理論的結合，整合其優勢以此輔助學習者學習。
本研究採用準實驗不等組前後測之研究設計，受試者為台北市某高級中學之國中部62位學習者。實驗結果以變異數分析（ANOVA）、共變異數分析（ANCOVA）、U檢定，作為分析方式，以檢視學習者學習成效、學習保留、神馳經驗、認知負荷之差異，並透過量表及訪談了解學習者使用CARL系統學習的感受及未來的使用意願。
經實驗分析，結果顯示為：（一）使用擴增實境CARL系統學習之實驗組，學習成效顯著優於使用紙本講義學習之對照組、（二）使用擴增實境CARL系統學習之實驗組，學習保留顯著優於使用紙本講義學習之對照組、（三）使用擴增實境CARL系統學習之實驗組，神馳經驗顯著優於使用紙本講義學習之對照組、（四）使用擴增實境CARL系統學習之實驗組，認知負荷與使用紙本講義學習之對照組無顯著差異。

This research aims to investigates the use of integrating arcs model with augmented reality for civic education to learning basic legal knowledge. It mainly explores whether the framework learning using augmented reality combined with motivation theory can help seventh grade students understand basic legal knowledge, and enhance the learning motivation of legal knowledge. In recent years, the crime rate of young people has increased. Young children need to pay attention to understanding of legal knowledge. However, traditional teaching methods of civic education and legal knowledge in the past were fixed, and there was a lack of interactive and motivational elements in courses. The learning content lacked cases connected with learners' lives, which made the learning effect unstable. Therefore, this study will use augmented reality combined with the four steps of arcs model to design a learning assistance system named CARL to assist learners in learning
This study used quasi-experimental design and invited 62 seventh grade students from junior high school in Taipei City. The results of the study were analyzed by ANOVA, ANCOVA, and U-tests to examine the differences in learning outcomes, learning retention, flow experience, and cognitive load between two groups. In addition, learning experience and usage intention were gathered by satisfaction scales and interviews
The results showed that: (1) the learning outcomes of the experiment group is significantly better than the control group. (2) the learning retention of the experiment group is significantly better than the control group. (3) the flow experience of the experiment group is significantly better than the control group.; (4) there was no significant difference in cognitive load between two groups.

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