本研究旨在探討不同的學習引導策略(程序引導、問題引導)與學習者不同的專注程度(高專注力、低專注力)對國小四年級學生使用擴增實境遊戲學習登革熱防治相關概念的學習成效、登革熱防治概念學習態度與登革熱防治行為態度之影響。研究對象為國小四年級學生，共112人參與實驗教學。研究設計採因子設計之準實驗設計法，自變項包含學習引導策略與專注力程度，學習引導策略分為「程序引導策略」及「問題引導策略」兩種類型，專注力程度依據專注力量表之分數高低，分為「低專注力」及「高專注力」；依變項則包括登革熱防治概念學習成效、登革熱防治態度與行為意向和登革熱防治學習態度。
研究結果依登革熱防治概念學習成效、登革熱防治態度與行為意向和登革熱防治學習態度三個面向，綜合歸納如下：(1)低專注力學習者使用程序引導策略比問題引導策略能提升知識理解表現，而高專注力學習者使用問題引導策略的知識理解表現優於低專注力學習者。同時，使用程序引導策略的學習者在知識應用表現優於使用問題引導策略；(2)程序引導策略及問題引導策略皆能保持學習者正向的防治態度與防治行為意向，其中高專注力學習者抱持較高的防治態度與行為意向；以及(3)程序引導策略比問題引導策略更能讓學習者對登革熱防治擴增實境遊戲教材在學習幫助度與學習滿意度持正面肯定態度，其中高專注力學習者抱持較高的學習態度。

The purpose of this study was to investigate the effects of learning guidance strategy and concentration on elementary students' performance in learning Dengue prevention. Participants were 112 fourth grade elementary students. The independent variables of this research were learning guidance strategy and concentration. The learning guidance strategies included procedural guidance and question guidance. Participants' concentration in learning Dengue prevention was identified as high concentration and low concentration. The dependent variables included learning performance, prevention attitude and prevention behavioral intention, and learning attitudes.
The results revealed that (a) learners with low concentration using procedural guidance achieved better knowledge and understanding of learning performance than using question guidance; learners with high concentration using question guidance achieved better knowledge and understanding of learning performance than learners with low concentration using question guidance; learners using procedural guidance achieved better knowledge application of learning performance than learners using question guidance; (b) learning guidance strategies had positive impacts on learners' prevention attitude and prevention behavioral intention; learners with high concentration achieved more positive prevention attitude and prevention behavioral intention; and (c) learners using procedural guidance had more positive impacts on learning help and learning satisfaction; learners with high concentration achieved more positive learning attitude.

中文部分
行政院衛生署(2011)。登革熱防治工作指引。取自http://www2.cdc.gov.tw/public/Data/272016305871.pdf
行政院衛生署疾病管制局(2013)。衛生署疾病管制局一般民眾版。取自http://www.cdc.gov.tw/diseaseinfo.aspx?treeid=8d54c504e820735b&nowtreeid=dec84a2f0c6fac5b&tid=77BFF3D4F9CB7982
行政院衛生署疾病管制局(2013)。傳染病統計資料查詢系統【原始數據】。未出版之統計數據。線上檢索日期：2013年6月27日。取自http://nidss.cdc.gov.tw/SingleDisease.aspx?dc=1&dt=2&disease=061
李俊銘(2004)。資訊科技融入國小自然領域虛擬實境教學之探究－以蚊子的一生與登革熱防治教學為例（未出版碩士論文）。國立臺南大學，臺南市。
李咏吟(2005)。多元教學設計 : 課程改革的實踐。臺北市：高等教育。
吳海山、黃錦惠(譯) (1988)。教育工學：學習條件及教學理論。臺中縣：臺灣省政府教育廳。
林玉珮(2010年3月)。聰明十招打造專心教室。親子天下特刊。取自http://www.parenting.com.tw/article/articleLogin.action?id=5029877&login=true&page=1
林玉雯、黃台珠、劉嘉茹(2010)。課室學習專注力之研究-量表發展與分析應用。科學教育學刊，18(2)，107-129。
教育部(2008)。國民中小學九年一貫課程綱要健康與體育學習領域。取自http://teach.eje.edu.tw/9CC2/9cc_97.php
高雄市政府(2011)。高雄市2011年至2014年登革熱防治工作四年計畫。取自http://www.sln.ks.edu.tw/mosquito/plan.pdf
許芳菊(2008年10月)。是誰偷走了孩子的專注力？親子天下，2。取自http://new.cwk.com.tw/cgi-bin2/Libo.cgi?
許純蓓(2010)。運用使用性評估於情感式擴增實境介面之分析（未出版碩士論文）。國立臺南大學，臺南市。
張霄亭(譯)(2004)。教材設計：原理與實務(原作者：W. R. Foshay, K. H. Silber, & M. B. Stelnicki)。臺北市：雙葉書廊。(原著出版年：2003)。
傳染病防治法(2013年06月19日)。
楊文麗、葉靜月(譯) (2008)。專注力：幫助孩子更輕鬆有效的學習(原作者：P. Thorbrietz)。臺北市：天下雜誌。(原著出版年：2007)。
葉玉珠、高原令、修慧蘭、陳世芬、曾慧敏、王珮玲、陳惠萍著(2010)。教育心理學 第二版。臺北市：心理出版社。
廖烈雄(2008)。運用STS教學於國小六年級學童學習登革熱防治之研究（未出版碩士論文）。國立屏東教育大學，屏東縣。
衛生署疾病管制局（2013年6月4日）。屏東新園鄉及春日鄉均出現登革熱地緣性群聚，疾管局呼籲民眾澈底落實孳生源清除，並請醫師提高警覺【新聞稿】。取自http://www.cdc.gov.tw/info.aspx?treeid=45DA8E73A81D495D&nowtreeid=1BD193ED6DABAEE6&tid=CBE6AEB89ABC0F00
顏永森、胡學誠、柯天盛(2011)。數位學習注意力對學習成效影響之研究。T&D飛訊，112。取自http://www.nacs.gov.tw/NcsiWebFileDocuments/00e70c4e4f1bad4ac820d364bb5645fb.pdf
韓宜娣(2011)。鷹架支持與自我效能對國小學生程式設計學習表現與學習態度之影響（未出版碩士論文）。國立臺灣師範大學，臺北市。
 
英文部分
Anderson, D. (2012, February 27). Development of children’s concentration and attention skills [Web blog message]. Retrieved from http://mumsinscience.net/NEW/2012/02/development-childrens-concentration-attention-skills/
Alessi, S.M., & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.). Boston, MA: Allyn & Bacon.
Azuma, R. T. (1997). A survey of augmented reality. Teleoperators and Virtual Environments, 6(4), 355-385.
Billinghurst, M., & Dunser, A. (2012). Augmented Reality in the Classroom. Computer, 45(7), 56-63.
Bressler, D. M., & Bodzin, A. M. (2013). A mixed methods assessment of students' flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning. doi: 10.1111/jcal.12008
Charles, D., & McAlister, M. (2004). Integrating ideas about invisible playgrounds from play theory into online educational digital games. In M. Rauterberg (Ed.), Lecture Notes in Computer Science: Vol. 3166. Entertainment Computing – ICEC 2004 (pp. 598-601). Berlin, Germany: Springer-Verlag. doi: 10.1007/978-3-540-28
643-1_79
Cawood, S., & Fiala, M. (2008). Augmented reality: A practical guide. Raleigh, N.C.: Pragmatic Bookshelf.
Chen, Z., & Klahr, D. (1999). All other things being equal: Acquisition and transfer of the control of variables strategy. Child Development, 70(5), 1098-1120.
Clark, R. E. (2009). How Much and What Type of Guidance is Optimal for Learning from Instruction? In S. Tobias & T. M. Duffy (Eds.), Constructivist Theory Applied to Instruction Success or Failure (pp. 158-183). New York, N. Y.: Routledge, Taylor and Francis.
Clark, R. E., & Elen, J. (2006). When less is more: research and theory insights about instruction for complex learning. In J. Elen & R. Clark (Eds.), Handling complexity in learning environments: Research and theory (pp. 283-297). Oxford: Elsevier Science Limited.
Clark, R. E., Feldon, D., van Merriënboer, J., Yates, K., & Early, S. (2007). Cognitive task analysis. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 577-593). Mahwah, NJ: Lawrence Erlbaum Associates.
Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22(2), 14-22.
Cowen, N. (2001). The magical number 4 in short term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24(1), 87-114.
Cooper, G. (1998). Research into cognitive load theory and instructional design at UNSW. Retrieved from http://webmedia.unmc.edu/leis/birk/CooperCogLoad.pdf
Dumont, T. Q. (2006). The power of concentration. Retrieved from http://www.jogena.com/resources/concentration.pdf
Egenfeldt-Nielsen, S. (2005). Beyond edutainment: Exploring the educational potential of computer games. Unpublished PhD, IT-University of Copenhagen, Copenhagen.
Egenfeldt-Nielsen, S. (2007). Third Generation Educational Use of Computer Games. Journal of Educational Multimedia and Hypermedia, 16(3), 263-281.
Feldon, D. F. (2007). Implications of research on expertise for curriculum and pedagogy. Educational Psychology Review, 19(2), 91-110.
Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). New York, N. Y.: Holt, Rinehart and Winston.
Garris, R., Ahler, R., & Driskell, J. E. (2002). Games, motivation, and learning A research and practice model. Simulation & Gaming, 33(4), 441-467.
Hill, J. R., & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research and Development, 49(3), 37-52.
Hsiao, K. F., Chen, N. S., & Huang, S. Y. (2012). Learning while exercising for science education in augmented reality among adolescents. Interactive Learning Environments, 20(4), 331-349.
Iserbyt, P., Elen, J., & Behets, D. (2010). Instructional guidance in reciprocal peer tutoring with task cards. Journal of Teaching in Physical Education, 29(1), 38-53.
Juan, M. C., Furió, D., Seguí, I., Aiju, N. R., & Cano, J. (2011). Lessons learnt from an experience with an augmented reality iPhone learning game. Proceedings of the 8th International Conference on Advances in Computer Entertainment Technology. doi:10.1145/2071423.2071488.
Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology: An International Journal of Experimental Educational Psychology, 21(1), 5-23.
Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93(3), 579-588.
Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96(3), 558-568.
Karthikeyan, A. K., Mani, P. K., Balasubramaniyan, S. K., & Selvam, P. J. P. (2012). Use of augmented reality in serious game for training medical personnel. In N. Meghanathan, N. Chaki, D. Nagamalai (Eds.), Advances in Computer Science and Information Technology. Computer Science and Engineering (pp. 222-230). Berlin, Germany: Springer-Verlag. doi: 10.1007/978-3-642-27308-7_23
Kipper, G., & Rampolla, J. (2013). Augmented reality: An emerging technologies guide to AR. Retrieved from http://www.sciencedirect.com/science/book/97815974
97336
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661-667.
Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games. Cambridge, MA: MIT Press.
Kuhn, D., & Dean, D. (2005). Is developing scientific thinking all about learning to control variables? Psychological Science, 16(11), 866-870.
Kruse, K. (2009). Gagne's nine events of instruction: An Introduction. Retrieved from http://www.brendawindsor.com/Library/NTFL_Discussions/Articles/Gagne's%20Nine%20Events%20of%20Instruction:%20An%20Introduction.pdf
Lopez-Morteo, G., & Lo'pez, G. (2007). Computer support for learning mathematics: A learning environment based on recreational learning objects. Computers & Education, 48(4), 618-641.
Matlen, B. J., & Klahr, D. (2010). Sequential effects of high and low guidance on children's early science learning. ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences, 1, 1016-1023.
Matlen, B. J., & Klahr, D. (2013). Sequential effects of high and low guidance on children's acquisition of experimentation skills Is it all in the timing. Instructional sequence, 41(3), 621-634.
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14–19.
Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1994). Augmented reality: A class of displays on the reality-virtuality continuum. Proceeding of SPIE Conference Telemanipulator and Telepresence Technologies, 2351(34), 282-292.
Moreno, R. (2004). Decreasing cognitive load in novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32(1-2), 99-113.
Morris, B. A., Randel, J. M., Wetzel, C. D., & Whitehill, B. V. (1992). The effectiveness of games for educational purpose: A review of recent research. Simulation & Gaming, 23(3), 261-275.
Oda, O., Lister, L. J., White, S., & Feiner, S. (2008, January). Developing an augmented reality racing game. In S. Feiner (Chair), The 2nd international conference on Intelligent Technologies for interactive entertainment. Symposium conducted at the meeting of ICST (Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering), Cancun, Mexico.
Papastergiou, M. (2009). Digital Game-Based Learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.
Prensky, M. (2003). Digital game-based learning. ACM Computers in Entertainment, 1(1), 1-4.
Rytkönen, H., Parpala, A., Lindblom-Ylänne, S., Virtanen, V., & Postareff, L. (2012). Factors affecting bioscience students' academic achievement. Instructional Science, 40(2), 241-256.
Salomon, G., & Perkins, D. N. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24(2), 113-142.
Schmitz, B., Specht, M., & Klemke, R. (2012). An analysis of the educational potential of augmented reality games for learning. In M. Specht, J. Multisilta, & M. Sharples (Eds.), Proceedings of the 11th World Conference on Mobile and Contextual Learning 2012 (pp. 140-147). Aachen, Germany: CEUR Workshop Proceedings. Retrieved from http://hdl.handle.net/1820/4790
Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4), 759-775.
Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. Journal of the Learning Sciences, 16(3), 371-413.
Sweetser, P., & Wyeth, P. (2005). GameFlow: A model for evaluating player enjoyment in games. ACM Computer in Entertainment, 3(3), 1-24.
Tan, C. T., & Soh, D. (2010). Augmented reality games: A review. Proceedings of Gameon-Arabia, Eurosis.
Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school student’s achievement and motivation in geography learning. Computers & Education, 52(1), 68-78.
Van Merriënboer, J. J. G., & Kirschner, P. A. (2007). Ten steps to complex learning: A systematic approach to four component instructional design. Mahwah, NJ: Lawrence Erlbaum Associates.
Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning. Innovations in Education and Teaching International, 47(1), 39-52.
World Health Organization (2012). Health topics - Dengue [Web message]. Retrieved from http://www.who.int/topics/dengue/en/
World Health Organization (2012, November). Dengue and severe dengue [Online media]. Retrieved from http://www.who.int/mediacentre/factsheets/fs117/en/
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62(3), 41-49.
Yoon, S. A., Elinich, K., Wang, J., Steinmeier, C., & Tucker, S. (2012). Using augmented reality and knowledge-building scaffolds to improve learning in a science museum. International Journal of Computer-Supported Collaborative Learning, 7(4), 519-541.
Young, M. S., Robinson, S., & Alberts, P. (2009). Students pay attention! Combating the vigilance decrement to improve learning during lectures. Active Learning in Higher Education, 10(1), 41-55.
Yip, D. Y. (2004). Questioning skills for conceptual change in science instruction. Journal of Biological Education, 38(2), 76-83.
Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119-140.