本研究旨在探討學習順序(先探索後學習、先學習後探索)及鷹架策略(策略鷹架、程序鷹架)對不同先備知識(高先備知識、低先備知識)的國中七年級學習者，在電流磁效應單元擴增實境數位遊戲學習活動的成效、動機與態度之影響。研究對象為新北市某國中七年級學習者，有效樣本為104人。本研究採因子設計之準實驗研究法，自變項為學習順序、鷹架策略及先備知識，學習順序依據實驗過程中探索與學習的先後順序差異分為「先探索後學習」與「先學習後探索」；鷹架策略依據輔助學習的方法差異分為「策略鷹架」與「程序鷹架」；先備知識依據學習成效測驗前測分數分為「高先備知識」與「低先備知識」。依變項為電流磁效應學習成效(知識記憶、知識理解、知識應用)、科學學習動機(價值成份、期望成份、科技接受度)及科學學習態度(學習自信心、學習喜好、學習焦慮、學習過程、學習方法、有用性)。
研究結果發現：(1)就學習成效而言，在「知識記憶」與「知識理解」面向，接受程序鷹架時，高先備知識學習者的表現優於低先備知識學習者；對於低先備知識學習者而言，接受策略鷹架的表現優於程序鷹架；(2)在「知識應用」面向，先學習後探索的條件下，高先備知識學習者的表現優於低先備知識學習者；對於低先備知識學習者而言，先探索後學習的表現優於先學習後探索。(3)就學習動機而言，各實驗組學習者對於科學學習皆保持正向動機，其中接受程序鷹架之學習者有較高的參與動機表現。(4)就學習態度而言，各實驗組學習者對於科學學習皆抱持正向態度，其中程序鷹架組的態度表現顯著優於策略鷹架組；而在「學習自信心」面向，先探索後學習的條件下，高先備知識學習者有較正向的態度表現。

The purpose of this study was to explore effects of types of learning sequence, scaffolding strategy, and levels of prior knowledge on junior high school students’ learning performance, motivation, and attitude in learning of electromagnetic effects through AR-based learning activity. Participants were seventh graders from a junior high school in the northern part of Taiwan, and the effective sample size was 104. A quasi-experimental design was adopted. The independent variables were types of learning sequence (“Explore-Learn” vs. “Learn-Explore”), types of scaffolding strategy (strategic scaffolding vs. procedural scaffolding), and levels of prior knowledge (high vs. low). The dependent variables included students’ learning performance, motivation, and attitude.
The results manifested that (a) for remembering and comprehension performance, while receiving the procedural scaffolding, the high prior knowledge group outperformed the low prior knowledge group; (b) for application performance, while receiving the “Learn-Explore,” the high prior knowledge group outperformed the low prior knowledge group; as for low prior knowledge learners, the “Explore-Learn” group outperformed the “Learn-Explore” group. (c) In terms of learning motivation, participants showed positive motivation, and the procedural scaffolding group revealed a higher degree of motivation than the strategic scaffolding group. (d) As for learning attitude, participants showed a positive attitude. Among all the participants, the procedural scaffolding groups’ attitude was superior to the strategic scaffolding group. In terms of self-confidence of learning, on the condition of “Explore-Learn,” learners with a high level of prior knowledge revealed a more positive attitude than the learners with a low level of prior knowledge.

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