本研究目的在了解擴增實境與模擬軟體的混合教學，對高中生之創意自我效能、認知負荷及工程設計創意的影響，並透過腦波資料的蒐集分析其工程設計的認知歷程。本研究採不等組準實驗設計，於新北市某公立高中六個班級，共245人，各3個班級作為實驗組及對照組，基於工程設計流程之水陸兩用車教學，實驗組採擴增實境與模擬軟體的混合教學，對照組則採多媒體講述教學。
本研究透過蒐集受試者之認知負荷、創意自我效能、工程設計歷程前後測資料、及工程設計創意結果評量，進行平均數、標準差、及共變數分析。除此之外於工程設計歷程中蒐集其腦波數據，針對各歷程進行單一樣本t檢定及獨立樣本t檢定，對腦波變化進行分析。
研究結果如下：（1）擴增實境與模擬軟體的混合教學對創意自我效能具有正向影響，實驗組優於對照組；（2）擴增實境與模擬軟體的混合教學對降低認知負荷具有正向影響，實驗組認知負荷低於對照組；（3）擴增實境與模擬軟體的混合教學對工程設計創意表現具有正向影響，實驗組優於對照組；（4）擴增實境與模擬軟體的混合教學可強化工程設計歷程聚斂性思考能力。
最後，本研究根據結果，提出增加擴增實境與模擬軟體於工程設計歷程時的使用時段、於課堂中加強學生擴散性思考的引導教學實務的建議，以及未來在進行腦波資料蒐集及研究方向的建議。

The primary objective of this study is to ascertain the influence of a hybrid approach incorporating augmented reality and simulation software on the creative self-efficacy, cognitive load, and engineering design creativity of high school students. Additionally, the study endeavors to dissect the cognitive processes involved in engineering design through the meticulous collection and analysis of brainwave data. Employing a non-equivalent group quasi-experimental design, the research was conducted across six classes, comprising a total of 245 students in a public high school located in New Taipei City. Three classes were designated as the experimental group, while the remaining three served as the control group. The instructional focus centered on the teaching of an amphibious vehicle design process, with the experimental group receiving instruction via the integration of augmented reality and simulation software, and the control group undergoing traditional multimedia lecture-based instruction.
Data collection encompassed both pre- and post-tests evaluating participants' cognitive load, creative self-efficacy, as well as assessments of the engineering design process and creativity. Statistical analyses, including means, standard deviations, and covariance analysis, were applied. Moreover, brainwave data was meticulously collected throughout the engineering design process, and statistical tools such as single-sample t-tests and independent-sample t-tests were utilized to scrutinize alterations in brainwave patterns.
The discerned outcomes of the study are delineated as follows: (1) The blended teaching approach, incorporating augmented reality and simulation software, positively impacts creative self-efficacy, with the experimental group exhibiting superior performance compared to the control group; (2) The mixed teaching approach has a favorable effect on reducing cognitive load, as the experimental group demonstrated lower cognitive load in contrast to the control group; (3) The blended teaching approach positively influences creative performance in engineering design, as evidenced by the experimental group's superior outcomes relative to the control group; (4) The integration of augmented reality and simulation software enhances convergent thinking skills within the engineering design process.
In conclusion, based on the examinations, recommendations are proffered, including the suggestion to augment the utilization of augmented reality and simulation software during specific stages of the engineering design process. Additionally, there is a proposal to fortify guidance for students' divergent thinking within the classroom setting. Moreover, considerations for future research directions and data collection related to brainwave analysis are presented.

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