本研究主要探究的是在於應用延伸式擴增實境教學的學習過程中，針對學生不同的學習風格，在自然與生活科技領域的學習成效是否會有顯著的差異。採用延伸式擴增實境實驗教學實際進行教學，並以學生訪談及教師觀察的方式進一步了解學生學習情況與學習成效。
本研究採用問卷法、訪談法及教學觀察研究法，以北部某國中學生(13-15歲)為對象，進行使用延伸式擴增實境於「晝夜與四季變化」單元的實驗教學。研究工具為單元的延伸式擴增實境教材、教學簡報電子檔、成就測驗前後卷、延伸式擴增實境教學實驗紀錄單、VARK Questionnaire(The Younger Version)的學習風格問卷、學生訪談大綱及老師教學觀察紀錄。實驗教學過程中，實施單元成就測驗的前、後測試卷、進行教學簡報，教導本單元的重要概念，讓學生進行延伸式擴增實境的實驗操作並記錄結果。最後進行訪談學生，完成學習風格問卷填寫，統計分析學習風格與學習成效之間的關聯。
綜合所有研究資料歸納出結論，從教師教學與學生學習方面觀點來看，延伸式擴增實境架構擬真學習情境，讓學習者與真實生活及真實現象緊密結合，能主動學習並能將所學連結與應用。另外創造新的感官體驗，提供多元感官學習通道，兼顧不同學習風格學生培養學習的能力。並以學生學習風格為中心，了解學生學習的多元傾向，培養符合個別差異的學習與解決問題的策略。
從教學設備與教材設計方面來看，延伸式擴增實境提供給學習者不受空間與時間限制的學習工具，直覺體驗與結合實際的學習；營造互動體驗的科技學習情境，體驗豐富的學習資訊，促進學習興趣與學習動機。進而整合科技媒體的訊息，虛擬與實體的互動，增加有意義的學習，提升學習成效。

The main purpose of the research is to discuss if there is significant difference in learning effectiveness of students with different learning styles while applying extended augmented reality in Science and Technology Domain. The extended augmented reality was used in the experimental teaching, then the students were interviewed and the observation schedules were recorded by teachers in order to understand their learning condition and learning effectiveness.
This research applied questionnaire survey, interview and participant observation, and the subjects are junior high school students (aged from 13-15) at New Taipei City. The extended augmented reality was used in the popular science topic “changes of day and night and the four seasons” in the experimental teaching. The research tools included the extended augmented reality equipment for the topic “changes of day and night and the four seasons,” slides for teaching, sheets of pretest and post test for learning achievement, the worksheet for the extended augmented reality experiment, VARK questionnaire (the younger version), outlines for interviewing students, and observation schedules for teachers in each group. The process of experimental teaching was as follow: At first, the pretest about “changes of day and night and the four seasons” was taken by the students. Then, the teacher explain the main concepts of this topic with slides. After that, the students operated the extended augmented reality equipment in groups and wrote down the results of the experiments on the worksheet. The post test was taken and some of the students were interviewed after the experiments finished. The students filled in the VARK questionnaire.
All the researching information can be concluded in two aspects. In the aspect of teaching and learning, extended augmented reality constructed a virtual situation so that the learners can relate to real life and real phenomenon and learned actively. Secondly, it also created new sensory experience, provided multi-sensory channel, developed learning abilities for students with different learning styles. Thirdly, the lesson was based on students’ learning styles. The teachers can understand the multi learning preference of the students to fit individual difference and to cultivate strategies for solving problems.
In the aspect of teaching equipment and designing teaching materials, extended augmented reality is an ideal learning tool without the restriction of time and space. It provided direct experience and virtual situation for the learners, created interactive and technological learning environment, presented rich learning information to increase learning motivation and learning interests. Besides, it also intergrated the information of technological media, provided interaction between virtual situation and real objects, made the learning meaningful and therefore to increase the learning effectiveness.

王如哲(2010年9月)。解析「學生學習成效」。評鑑雙月刊，27。取自http://epaper.heeact.edu.tw/archive/2010/09/01/3388.aspx
王珩(2005)。國小英語教師學習與教學風格之研究。台北教育大學學報，19(2)，71-88。
田耐青(譯)(2002)。統整多元智慧與學習風格-把每位學生帶上來(原作者: Harvey F. Sliver)。台北市:遠流。
田耐青(2003)。運用學習風格理論培養學生「了解自我與發展潛能」的能力。教師天地，126，12-17。
朱乙仲(2010)。擴增實境介紹與應用於數位學習環境分析。數位典藏與學習電子報，9(1)。取自http://newsletter.teldap.tw/news/HaveYourSayContent_en.php?nid=2876&lid=341
吳鴻(譯) (2002)。擴增實境：虛擬與實境的無限延伸(原作者: Steven K. Feiner)。科學人雜誌，4，36-44。取自http://sa.ylib.com/read/readshow.asp?FDocNo=67&DocNo=108
吳百薰(1998)。學習風格理論探究。國教輔導，37(5)，47-53。
林生傳(1985)。國中學生學習型態之相關因素及其與學校教育態度、學業成就的關係。教育學刊，6，41-93。
邱貴發(1992)。電腦輔助教學成效探討。視聽教育，33(5)，11-18。
張春興(2005)。教育心理學-三化取向的理論與實踐。台北市:東華。
陳坤森(2007) 。可借多人移動式互動使用之擴增實境系統及方法，國家高速網路與計算中心電子報，19。取自http://www.nchc.org.tw/tw/e_paper/sub_subject/index.php?EPAPER_ID=46&SUB_SUBJECT_ID=29
黃玉枝(1993)。國中資優學生與普通學生學習風格及學校適應之比較研究。特殊教育研究學刊，9，249-276。
郭重吉(1987)。英美等國晚近對學生學習風格之研究。資優教育季刊，22，2-8。
郭重吉(1987)。評介學習風格之有關研究。資優教育季刊，23，7-16。
葉連祺(2003)。布魯姆認知領域教育目標分類修訂版之探討。教育研究月刊，105，94-106。
愛迪斯通科技有限公司(2007)。前進未來的橋樑-延伸式擴增實境。取自http://www.axis3d.com.tw/content.php?cat=news&id=350
鄒壯翼、王燕超(2009)。影視科技之創新與發展：擴增實境應用與評析。陳耀竹(主持人)，2009傳播管理學術研討會-數位傳播產業創新與挑戰，銘傳大學。
鄭孟芳(2010)。國小高年級自然科學習風格、學習動機與學業成就相關研究。生物科學，52(2)，39-56。
蕭英勵(2012)。擴增實境在教學上的能與不能，師友月刊，545，56-60。
薛文珍(2002)。實則虛、虛則實，科學人雜誌，4，pp. 45。
Alessi, Stephen M. (1988). Fidelity in the design of instructional simulations. Journal of Computer Based Instruction, 15(2), 40-47.
Anderson, L. & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxnomy of Educational Objectives. New York: Longman.
Asai, K., Kobayashi, H., & Kondo, T. (2005). Augmented instructions-A fusion of augmented reality and printed learning materials, In Proceedings of the fifth IEE international Conference on Advanced Learning Technologies (ICALT’05), 213-215, Kaoshiung, Taiwan.
Azuma, R.T. (1997). A Survey of Augmented Reality. Tele-operators and Virtual Environments, 6(4), 335-385.
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & Macintyre, B. (2001). Recent Advances in Augmented Reality. Computer Graphics and Applications. IEEE 21(6), 34-47.
Bloom, B. S. (1956). Taxonomy of Educational Objectives. Boston, MA: Allyn and Bacon.
Buxeda, R. J., & Moore, D.A. (2000). Using Learning-Styles Data to Design A Microbiology Course. Journal of College Science Teaching, 29(3), 159-164.
Clark, D. (1995, July 13). Instructional System Design [Educational Website] Retrieved from http://www.nwlink.com/~donclark/hrd/sat.html
Chen, H.T., & Ansalone, G. (2008). Enhancing Excellence and Equity in Schooling: Modality Theory, an International Perspective. Educational Research Quarterly, 32(1), 29-47.
Dubois, E., & Nigay, L. (2000). Augmented Reality: Which Augmentation for Which Reality? Proceedings of DARE 2000 on Designing Augmented Reality Environments, 165-166.
Dunn, R. (1996). How to implement and supervise a learning style program? VA: Association for Supervision and Curriculum Development.
Dunn, R. (2001). Learning Style Differences of Nonconforming Middle-School Students. NASSP Bullein, 85(626), 68-74.
Dunn, R., & Burke, K.(1998) Learning Style: The Clue to You! Teacher Manual for the Global Learning Styles Education Program: Our Wonderful Learning Styles.
Dunn, R., & Dunn, K., & Price, G. (2013, June 1). Learning Styles: Online Learning Style Assessments and Community. [Website] Retrieved from: http://www.learningstyles.net/
Felder, R. M., & Silverman, L. K. (1988). Learning and Teaching Styles In Engineering Education. Engineering Education,78(7), 674-681.
Fleming, N. D. (2000, October 10). The Active Learning Site_VARK. [Website] Retrieved from: http://www.active-learning-site.com/vark.htm
Fleming, N. D. (2012, July 18). VARK: A guide to learning styles. [Website] Retrieved from: http://www.vark-learn.com/english/index.asp
Fleming, N. D., & Mills, C. (1992) Not Another Inventory, Rather a Catalyst for Reflection, To Improve the Academy. Vol. 11, 137-149.
Hollerer, T., & Feiner, S., (2004). Telegeoinformatics: Location-Based Computing and Services, Mobile Augmented Reality. 221-255, London: Taylor and Francis Books Ltd.
Hyeon-Suk, Kang. (2001). Totally Integrated Curriculum and Teaching with Technology. Curriculum and Teaching, 16(2), 105-114.
Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium.
Kaufmann, H., & Schmalstieg, D. (2003). Mathematics And Geometry Education With Collaborative Augmented Reality. Computers & Graphics, 27(3), 339-345.
Keefe, J. W. (1988). Profiling and Utilizing Learning Style (NASSP learning style series). Reston, VA: National Association of Secondary School Principles.
Kolb, A.Y., & Kolb, D.A. (2005). The Kolb Learning Style Inventory – Version 3.1: 2005 Technical Specifications. Haygroup: Experience Based Learning Systems Inc.
Kolb, D. A. (2013, June 9). Experience Based Learning Systems, Inc. [Website] Retrieved from http://learningfromexperience.com/
Milgram, P., Takemura, H., Utsurmi, A.. & Kishino, F. (1994). Augmented Reality: A class of displays on the Reality-Virtuality Continuum. SPIE. Vol. 2351 Telemanipulator and Telepresence Technologies.
http://etclab.mie.utoronto.ca/people/paul_dir/SPIE94/SPIE94.full.html
Pask, G. (1976). Styles and Strategies of Learning. British Journal of Educational Psychology, Vol 46, II, 128-148.
Reid, Joy M. (1987). The Learning Style Preference for ESL Students. TESOL Quarterly, 21(1), 87-112.
Shelton, B. E., Hedley, N. R. (2002, September 29). Using AR for teaching earth-sun relationships to undergraduate geography students. Paper presented at The First IEEE International Augmented Reality Toolkit Workshop, Darmstadt Germany.