近日，透過國際評比顯示台灣兒童在閱讀理解能力已逐年進步。然而，評比成績與城鄉落差有正相關。本研究採用擴增實境（AR）技術，開發出一套行動擴增實境動畫繪本。學童可以按照指定的圖畫書，隨著自己的節奏，一頁接一頁的同步閱讀動畫，適合於平面感官閱讀，缺乏學習動機的孩子。發展一套行動擴增實境動畫繪本，包括傳統的印刷書籍，以及同步的行動擴增實境動畫。然後，將行動擴增實境動畫繪本選定於新竹縣某國小二年級學生實施閱讀課程教學。透過學生的學習動機量表、閱讀理解測驗，以及閱讀觀察記錄表，以評估學生的表現。結果顯示，進行行動擴增實境動畫繪本課程的學生，在學習動機及閱讀理解能力表現均呈現良好。

Recently, several international standardized measures of children’s reading comprehension competences indicated that Taiwan’s average performance of children’s reading ability has lifted. However, considerable gaps have still existed between urban and rural areas. This study used mobile augmented reality (AR) technique to develop a set of animations that in accordance with a designated picture book. I assumed that this self-paced, page-by-page synchronized animations could facilitate those children who lacked motivations in reading static printed materials. I first created the whole set of the animated picture book, including the traditional printed book, as well as the synchronized AR animations. I then implemented the AR animations with a mobile device (iPad) for each student in a second grade class at a selected elementary school. A motivation inventory, a reading comprehension test, and classroom observations were performed to evaluate student’s performances. The results indicated that students exhibited a high level of motivations and gained decent understanding of the story while the mobile AR animations were presented.

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