本研究設計一套將擴增實境系統應用在圖書館導覽之導覽工具，讓學習者透過任務活動來了解圖書館及其資源，並探討學生在運用情境式行動學習結合擴增實境導覽及傳統館員導覽方式的學習表現。研究對象為140位大一新生，採用準實驗研究法之前後測不等組設計，自變項為不同圖書館導覽方式，依變項為學生之學習表現，包含了學習成效、神馳經驗效果及系統使用與接受態度。
　　研究結果發現：（一）擴增實境導覽能增強學生的學習成效；（二）擴增實境導覽可以提升學生之學習動機；（三）使用擴增實境導覽系統，大部分學生具有正面的使用與接受態度；（四）根據學習行為模式的了解，使用擴增實境導覽方式，較能加深學生與其導覽解說之人、機、境的互動性。

This research designed a set of guide tool with augmented reality in library orientation, and compare the learning performance of students using the augmented reality guide with those using the librarian guide. Students can use the tool to know library service and resources. This research was adopted the quasi-experimental design with nonequivalent pretest-posttest design, and the participants were 140 freshmen. The independent variables were two library orientation ways; the dependent variables included learning outcomes, flow experience and learners’ attitude on the use and acceptance of system.
The results showed that: (a) the augmented reality guide enhanced the learning performance; (b) the augmented reality guide promoted the flow experience; (c) most of the learners had positive attitudes on the use and acceptance of the augmented reality guide system; (d) According to students’ learning behavior, we could find that using the augmented reality guide can enhance the human-computer-field/situation interaction.

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