本研究旨在探討擴增實境對國中學生產品涉入與產品態度的影響，並根據研究結果提出建議，作為日後教學與未來研究之參考。本研究探討擴增實境之相關理論，依此設計教學活動並進行教學實驗，並以準實驗研究法探討不同的教學方式對國中學生產品涉入及產品態度的影響。
本研究的研究對象為台北市大安國中七年級八個班共214位學生，進行教學活動後，填寫產品涉入與產品態度量表分析學生產品涉入與產品態度的改變。主要統計方法包括描述性統計、獨立樣本t檢定及共變數分析。本研究結果包括：
1. 進行擴增實境教學後，國中生對於產品具有更高的產品涉入。
2. 進行擴增實境教學後，國中生對於產品具有更好的產品態度。
3. 在進行不同的教學方式後，接受擴增實境教學的學生比接受傳統教學 的學生具有更高的產品涉入。
4. 在進行不同的教學方式後，接受擴增實境教學的學生比接受傳統教學的學生具有更好的產品態度。
最後，本研究根據研究發現，提出建議事項，供相關單位人員在教
學應用及學術研究之參考。

The purpose of the study was to explore the effect of augmented reality on student's product involvement and product attitude.
There were 214 students of two groups participating in this study for three weeks. The experimental group was taught through augmented reality teaching strategy, while the control group was taught through traditional teaching strategy. The instruments which were used included Product Involvement Scales and Product Attitude Scales. To achieve the purpose, independent sample t test and ANCOVA were adopted to analyze those data collected in the experiment.
The major results of the study were as follows:
1. The students had higher product involvement after using augmented reality teaching strategy.
2. The students had better product attitude after using augmented reality teaching strategy.
3. After students had different teaching strategies, the students with augmented reality teaching strategy had higher product involvement than the students with traditional teaching strategy.
4. After students had different teaching strategies, the students with augmented reality teaching strategy had better product attitude than the students with traditional teaching strategy.
Finally, some suggestions were proposed for teachers, relative educational institutions, and further study.

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