本研究旨在探討不同提示策略(系統控制、學習者控制)對於不同學習風格(感覺型、直覺型)之學習者以擴增實境遊戲式教材學習板塊運動概念之學習成效及學習滿意度影響。研究對象為國中八年級學習者，其樣本為新北市某國中八年級學習者共117人。研究採因子設計之準實驗研究，自變項包括提示策略及學習風格，提示策略分為「系統控制」及「學習者控制」；學習風格分為「感覺型」及「直覺型」。依變項則包含板塊運動課程學習成效(知識理解、知識應用)及板塊運動擴增實境遊戲式學習滿意度(學習意願、教材內容、教材連結能力、教材易用性及學習動機)。
研究結果依板塊運動課程學習成效及擴增實境遊戲式學習滿意度兩個依變項，綜合歸納如下：(1)將程序性之提示策略融入擴增實境遊戲中，可提升學習者的知識理解及知識應用表現，而系統控制組的學習者在知識理解成效上，顯著優於學習者控制組的學習者；(2)在擴增實境遊戲式學習環境中，不同程序性之提示策略對於學習者的學習滿意度造成顯著影響，其中，系統控制組的學習者在學習滿意度上，顯著優於學習者控制組之學習者；(3)不同學習風格的學習者在擴增實境遊戲式學習環境中，皆抱持正向態度。

The purpose of this study was to investigate the effects of different learning strategies and learning styles on junior high school students’ learning of plate tectonics in Earth Science lessons using an augmented reality game-based learning environment. Participants were four classes of eighth-grade students randomly selected. All students have used tablets before, and have basic computer skills.
The results revealed that (a) the system-control prompting strategy facilitated students’ understanding of plate tectonics better than the learner control prompting strategy, (b) the system-control prompting strategiy facilitated students’ learning attitude toward the augmented reality game-based learning environment better than the learner control prompting strategy, and (c) both sensing and intuitive learning styles students showed similar positive learning attitude.

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