過去已有許多研究探討概念構圖是否對學習者有幫助，而大多數結果證明概念圖可幫助學習者組織概念知識，進而提升學習者的學習成效。不過若由學習者自行建構概念圖是相當困難的，且使用紙本建構概念圖時教師無法立即給予回饋、電腦建構概念圖使學習者增加認知負荷等負面影響，而擴增實境對於學習者積極態度、立即回饋、創造學習環境、虛實整合等層面皆有顯著效果，故本研究以擴增實境來輔助建構概念圖作為學習工具，探討學習者使用擴增實境輔助建構概念圖之成效分析。
研究採準實驗研究方法，對象為八年級學習者，有效樣本為68人。藉由紙本課本搭配紙本建構方式、電子書課本搭配電腦輔助建構方式與紙本課本搭配擴增實境輔助建構方式進行組間比較，探討學習成效、學習保留程度、認知負荷、系統滿意度以及行為模式之差異。
研究結果顯示，擴增實境輔助建構概念圖組的學習者顯著優於傳統紙本建構概念圖組與電腦輔助建構概念圖組的學習者。不過在認知負荷與間隔兩個禮拜的延宕測驗，三組在記憶保留程度上皆沒有顯著差異，但對學習系統皆有正面態度。

In the past, many studies have investigated whether concept mapping is helpful to learners, and most of the results prove that concept mapping can help learners organize conceptual knowledge and thus improve their learning effectiveness. There are some shortcomings in constructing concept maps on paper or computer, so this study uses augmented reality as a learning tool, which has significant effects on learners' positive attitude, creation of learning environment, and virtual-real integration, to explore the effectiveness of learners' using AR to construct concept maps.
This research adopts the experimental research method, the object is eighth grade learners, the effective sample size was 68. The paper textbook with paper construction, e-book with computer aided construction and paper textbook with augmented reality assisted construction were compared between groups to explore the differences in learning outcomes, learning retention, cognitive load, system satisfaction and behavior patterns.
The results show that learners of the augmented reality assisted concept map group are significantly better than those of the traditional paper-based concept map group and the computer-aided concept map group. However, there was no significant difference in memory retention between the cognitive load and the two-week delay test, but all of the three groups had positive attitudes towards the learning system.

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