近年來隨著擴增實境 (AR) 科技發展的進步，許多相關的擴增實境 (AR) 應用陸續出現，因此製作擴增實境 (AR) 內容的技術限制降低，發展快速提升，在各教育領域及課程都有出現許多創新的應用內容。
本研究的目的是為了探討將擴增實境 (AR) 融入觀光旅遊课程體驗中，是否能提升學生學習動機的研究。研究旨在调查應用擴增實境 (AR) 於觀光旅遊相關课程中學生學習動機的影響，採用準實驗的研究方法，實驗的對象是新北市某科技大學學生，分成實驗組及對照組，兩組學生分別進行不同教學方法的課程體驗，兩組學生在實驗教學前後以「ARCS學習動機量表」進行施測。課程最後，邀請實驗組學生，填寫回饋問卷，請實驗組學生針對老師教學方法課程體驗後，填寫心得感受，最後再邀請實驗組的學生，來做問卷內容訪談，將上述資料完整收集後進行質性分析，以了解學生的學習經驗、學習感受與課程的體驗心得。
根據上述的資料進行分析的結果如下：
一、擴增實境 (AR) 融入課程體驗相較於傳統的教學方法，對於學生的整體學習動機有所提升，達顯著差異水準，但在建立信心動機向度，末達顯著性差異水準。整體的學習動機進行調整後的分數也優於對照組學生接受傳統式教學的分數，且達到顯著差異。
二、實驗組學生對於將擴增實境 (AR) 融入課程體驗的看法皆認為有助於提升學習興趣、課程參與度及課程注意力，並給予正面評價，但在操作上所面對的問題需要重視並解決。

In recent years, with advancements in Augmented Reality (AR) technology, many related AR applications have emerged. This has lowered the technical barriers for creating AR content and has led to rapid development, resulting in numerous innovative applications across various educational fields and curricula.
The purpose of this study was to explore whether integrating AR into tourism courses could enhance students' learning motivation. The study aimed to investigate the impact of applying AR in tourism-related courses on students' learning motivation. A quasi-experimental research method was adopted, involving students from a university of technology in New Taipei City. The students were divided into an experimental group and a control group, each experiencing different teaching methods. Both groups were assessed with the "ARCS Learning Motivation Scale" before and after the experimental teaching. At the end of the course, students in the experimental group were invited to fill out feedback questionnaires, sharing their thoughts on the teaching methods and their course experiences. Additionally, students from the experimental group were interviewed based on their questionnaire responses. The collected data were then analyzed qualitatively to understand the students' learning experiences, feelings, and course feedback.
The analysis results based on the above data are as follows :
1.Compared to traditional teaching methods, integrating AR into course experiences significantly enhanced overall student learning motivation. However, there was no significant difference in the confidence-building dimension of motivation. After adjusting for overall learning motivation, the scores of students in the experimental group were significantly higher than those of students in the control group who received traditional teaching.
2.Students in the experimental group believed that integrating AR into course experiences helped to enhance learning interest, course participation, and attention, and they gave positive evaluations. However, the operational issues faced need to be addressed and resolved.

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