隨著網路與行動載具普及化，具有情境感知特性的擴增實境行動遊戲式學習逐步成為學習趨勢，促進正面學習效果。適地性遊戲是在真實環境下實施，因此學習場地對適地性遊戲而言尤為重要。然而目前鮮少有討論場地差異性對適地性遊戲之影響。此外，在擴增實境遊戲的學習條件下，學習風格對學習者的學習成效有所影響。因此，本研究設計一套擴增實境適地性客語學習遊戲，目的在於分析場地熟悉程度與不同學習風格對學習成效之交互作用，並比較兩者對於學習成效之影響。本研究採用準實驗法之單組前後測進行實驗設計，以苗栗縣某國小四年級20名學童為研究對象，將客語數字生活情境融入學習活動中，學習者需在熟悉與不熟悉之場地完成擴增實境客語學習遊戲。研究結果發現：一、全體學習者透過擴增實境適地性客語學習遊戲有助於學習成效之提升。二、場地熟悉程度與不同學習風格與對學習成效沒有顯著交互作用。三、在擴增實境適地性客語學習遊戲中，不同學習風格之學習者對學習成效有顯著影響，其中場地獨立風格學習者的學習成效優於場地依賴學習者。四、在擴增實境適地性客語學習遊戲中，不同熟悉程度之場地對學習成效有顯著的影響。本研究貢獻在於針對場地熟悉程度與學習風格在擴增實境適地性遊戲中影響學習成效之具體分析，並為適地性客語學習遊戲提出可行性之實證研究作為未來教育科技遊戲設計之參考。

Since the popularization of the Internet and mobile devices, augmented-reality(AR) mobile game-based learning with context-awareness has gradually become a pedagogical potential. Mobile game-based learning can help improve learning motivation and promote positive learning effectiveness. Location-based games are implemented in physical environments, so the learning field location is especially important for location-based games. However, there are fewer discussions of the impact of field differences. In addition, learners' learning styles also differed in solving task problems in augmented reality games, which had an impact on the learning effect. Therefore, this research designed a set of AR location-based game Hakka language learning games to explore the learning effect of field familiarity and learning style. This study used a one‑group pretest‑posttest design method. Two-way ANCOVA outcomes found no significant differences in learning effects between field familiarity and learning styles. This research found that: 1. All learners improved their Hakka language oral academic achievements through AR location-based games. 2. There was no significant interaction between different learning styles and field familiarity on the learning effect. 3. Field-independent learners had better learning performance effects in AR location-based games than field-dependent learners. 4. Field of familiarity had a significant effect on learners' learning effects in AR location-based games.

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