本研究旨在探討數位虛擬實境學習環境及學習順序，對國中學習者在英語情境式學習成效、態度與動機之影響。研究對象為國中七年級學習者，有效樣本共140人。本研究採因子設計之準實驗研究法，自變項為「數位虛擬實境學習環境」及「學習順序」，「數位虛擬實境學習環境」依據數位虛擬資訊與實境之混和程度不同，分為「擴增實境」及「虛擬實境」兩組；「學習順序」依據實驗教學過程中探索與學習的順序差異，分為「先探索後學習」及「先學習後探索」兩組。依變項為英語情境學習成效(知識記憶、知識理解)、英語學習態度(情意成分、認知成分、行為成分、科技接受度)及英語學習動機(價值成分、期望成分)。
研究結果發現：在英語情境學習成效面向，(1)就知識記憶而言，「虛擬實境」學習者表現優於「擴增實境」學習者；(2)就知識理解而言，「先探索後學習」的條件下，「虛擬實境」學習者表現優於「擴增實境」學習者；而學習者採用「虛擬實境」時，接受「先探索後學習」的表現優於「先學習後探索」。在學習態度面向，各實驗組學習者對於學習活動皆抱持正向態度，其中「擴增實境」學習者相較「虛擬實境」學習者，有較高的喜好感、科技易用性及科技有效性等表現。在學習動機面向，各實驗組學習者對於學習活動皆抱持正向動機，其中在內在目標導向、外在目標導向、工作價值、自我效能及期望成功面向，「先探索後學習」學習者相較於「先學習後探索」學習者有較高的學習動機表現。

The purpose of this study was to explore the effects of digital virtual reality learning environment and learning sequence on junior high school students’ learning achievement, attitude and motivation through contextualized English learning. Participants were seventh-graders from a public junior high school. The effective sample size was 140. A quasi-experimental design was employed and the independent variables included type of digital virtual reality learning environment (augmented reality vs. virtual reality) and type of learning sequence ("Explore-and-Learn" vs. "Learn-and-Explore"). The dependent variables included students’ learning achievement, attitude and motivation.
The results revealed that (a) for knowledge memory performance, the virtual reality group outperformed the augmented reality group; (b) for knowledge comprehension performance, while receiving the "Explore-and-Learn", the virtual reality group outperformed the augmented reality group; and the "Explore-and-Learn" group outperformed the "Learn-and-Explore" group while interacting through the virtual reality. (c) For learning attitude, all participants showed positive attitudes toward the employed contextualized learning. Among all the participants, the augmented reality group outperformed the virtual reality group in terms of liking of learning, technology ease of use and usefulness. (d) As for learning motivation, all participants showed positive motivation toward the employed learning activity. In terms of intrinsic goal orientation, extrinsic goal orientation, work value, self-efficacy and expected to success, the "Explore-and-Learn" group outperformed the "Learn-and-Explore" group.

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