本研究利用文字、圖片以及擴增實境互動App來介紹熱點火山主題，並透過眼球追蹤技術紀錄受試者的學習歷程，進而分析受試者在閱讀不同表徵時的視覺注意力分配，以及透過閱讀資料進行不同形式的推理表現如何受視覺注意力影響，與科學推理表現和受試者本身的先備知識、自我效能以及科技態度的關係。本研究招募非理工相關科系大二以上的大學生共34位，先填答13題先備知識測驗，再以頭戴式眼動儀了解受試者在閱讀熱點火山學習系統時的視覺注意力模式，並搭配不同形式的科學推理問題，最後請受試者填寫包含自我效能、科技態度向度問卷。綜整所有實驗數據後，透過描述性統計、獨立樣本T檢定、Pearson相關性檢定以及多元線性迴歸分析來得到眼動指標、科學推理表現與態度量表各向度之間的關係，並進一步了解是否可透過指標及學習態度來預測科學推理表現。
研究結果發現先備知識與部分形式的科學推理表現有關，但當受試者對學習材料的視覺注意力越高，文圖訊息整合的越好，科學推理表現受先備知識影響的程度就越低，此情形在解釋、舉證以及自我反思三種形式的科學推理皆有出現。比較不同閱讀媒介中的眼動指標數據可知受試者整體對擴增實境物件給予較多的視覺注意力，也較不需要整合擴增實境與相關主題的文圖訊息，但低先備知識的受試者對擴增實境物件的注意力較高先備知識受試者更多，且其在特定主題仍有整合擴增實境與文圖訊息的需求。此外，受試者的地科學習自我效能及科技自信自評分數越高，給予文本及擴增實境物件的視覺注意力越低；但擴增實境學習態度越高，在擴增實境媒介的視覺注意力越高。整體而言，本研究結果突顯了視覺注意力對科學推理表現的重要性。

This study used texts, pictures, and an Augmented Reality interactive Apps to introduce concepts about Hotspot (a kind of volcanic), and used eye tracking technology to record the learning process in the AR system. Learners’ visual attention distributions to texts, pictures and AR were then analyzed using statistical methods. This study also explored the relationship between performance of scientific reasoning and visual attention, and prior knowledge, self-efficacy and conceptions of using technological to learning.
The results of the study found that prior knowledge was related to the performance of scientific reasoning, but the effect would be reduced when the participants paid more attention to the experiment information. The results also showed that while most of the participants, paid more visual attention to and have lower inter-scanning count in the AR environment, lower prior knowledge participants, had higher need to integrate the information between AR, texts and pictures.
In addition, it was found that the participants with higher self-efficiency of learning earth science and higher confidence of using technology paid less visual attention to reading information, but those who with higher tendency to using AR for learning had more attention to AR media. Overall, the results of this study highlight relationship between visual attention to the performance of scientific reasoning.

王又亭（民101）。以眼球追蹤方法初探高中生教科書之圖文閱讀歷程與概念理解（碩士論文）。國立臺灣師範大學科學教育研究所。
王秉程（民100）。應用擴增實境於兒童教育用品設計對海洋教育學習興趣影響之研究－以國小中年級學生為例（碩士論文）。國立臺北教育大學數位科技設計學系玩具與遊戲設計碩士班。
林宗毅（民102）。運用眼動分析於擴增實境數位學習系統之使用性評估（碩士論文）。國立臺南大學數位學習科技學系。
莊順凱（民95）。以概念圖法建構擴增實境教育系統（碩士論文）。國立成功大學工業設計研究所。
陳玥君（民99）。應用AR教具於雙子葉植物特徵學習之眼動評估（碩士論文）。國立臺南大學數位學習科技學系。
楊芳瑩（民91）。日常科學思考的培養。科學教育月刊，247，10-20。
楊佳穎（民103）。閱讀擴增實境繪本之學習成效分析（碩士論文）。南臺科技大學視覺傳達設計系數位內容與應用設計碩士班。
蔡介立（民89）。從眼動控制探討中文閱讀的訊息處理歷程：應用眼動誘發呈現技術之系列研究（博士論文）。國立政治大學心理學研究所。
蔡介立（民95）。眼球運動與閱讀歷程。眼球追蹤理論與技術研討會。國立臺灣師範大學。
樂嘉文（104）。擴增實境結合立體拼圖對國小地球科學學習之研究（碩士論文）。國立臺北教育大學數位科技設計學系玩具與遊戲設計碩士班。
蘇俊欽（民93）。擴增實境應用於中文注音符號學習之研究（碩士論文）。國立成功大學工業設計研究所。
Billinghurst, M., Kato, H., & Poupyrev, I. (2001). The MagicBook: a transitional AR interface. Computers & Graphics-Uk, 25(5), 745-753.
Hannus, M., & Hyona, J. (1999). Utilization of illustrations during learning of science textbook passages among low- & high-ability children. Contemporary Educational Psychology, 24(2), 95-123.
Hegarty, M., & Just, M. A. (1993). Constructing Mental Models of Machines from Text & Diagrams. Journal of Memory & Language, 32(6), 717-742.
Kaufmann, H., & Schmalstieg, D. (2003). Mathematics & geometry education with collaborative augmented reality. Computers & Graphics-Uk, 27(3), 339-345.
Kind, P., & Osborne, J. (2016). Styles of Scientific Reasoning: A Cultural Rationale for Science Education? Science Education, 101, 8-31.
Lai, M. L., Tsai, M. J., Yang, F. Y., Hsu, C. Y., Liu T. C., Lee, W. Y., Lee, M. H., Chiou, G. L., Liang, J. C., & Tsai, C. C. (2013). A review of using eye-trackin technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115.
Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14(1), 87-99.
Martin-Gutierrez, J., Saorin, J. L., Contero, M., Alcaniz, M., Perez-Lopez, D. C., & Ortega, M. (2010). Design & validation of an augmented book for spatial abilities development in engineering students. Computers & Graphics-Uk, 34(1), 77-91.
Pierce, R., Stacey, K., & Barkatsas, A. (2005). A scale for monitoring students’ attitudes to learning mathematics with technology. Computers & Education, 48, 285-300.
Rayner, K. (1984). Visual Selection in Reading, Picture Perception, & Visual-Search - a Tutorial Review. Attention & Performance, 10, 67-96.
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology. 62(8), 1457-1506.
Shelton, B. E., & Hedley, N. R., (2002). Using AR for teaching earth-sum relationships to undergraduate geography students. Paper presented at the 1st IEEE Int. ARToolkit Workshop, Darmstadt, Germany.
Shen, K. M., Lee, M. H., Tsai, C. C., & Chang, C. Y. (2016). Undergraduate students’ earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Twaiwan. International Journal of Science Education, 38(9), 1527-1547.
Woods, E., Billinghurst, M., Looser, J., Aldridge, G., Brown, D., Garrie, B., Nelles, C. (2004). Augmenting the Science Centre & Museum Experience. Proceedings of the 2nd International Conference on Computer Graphics & Interactive Techniques in Australasia & Southeast Asia, 230-236.
Yang, F. Y. (2017). Examinging Reasoning of Conflicting Science Information From the Information Processing Perspective – An Eye Movement Analysis. Journal of Research in Science Teaching, 54(10), 1347-1372.
Zorzal, E. R., & Kirner, C. (2005). Educational Games in Augmented Reality Environments. Proceedings of II Workshop on Augmented Reality, 52-55.