本研究以電子書與擴增實境發展生活科技教育數位學習教材內容，同時為了提供學生適性化內容，因此開發凱利方格推薦系統。本研究採用準實驗設計，以38位高級職業學校學生為受測對象，將學生區分成實驗組與控制組，實驗組是透過凱利方格推薦系統提供學生個別所需的電子書數位內容與擴增實境教材給學習者，控制組則是提供學生所有的電子書數位內容與擴增實境教材給學習者。本研究旨在探討兩組在學習成效、學習動機、認知負荷之學習表現。此外，本研究亦進一步探討兩組中「場獨立」與「場依賴」認知風格學生，在實作各面向之表現是否有差異。研究結果發現不論是使用凱利方格推薦系統結合擴增實境與電子書內容的學習方式，或是使用擴增實境與電子書內容的學習方式，皆有效提升學生於該課程的學科知識以及實作成果，帶給學生高度的學習動機及有效降低學生認知負荷。本研究發展凱利方格推薦系統輔助學生動手做的結果，發現操作機具前若需先在實作材料上劃線或設計，系統輔助場獨立的學生之實作成果比場依賴學生效果好。反之，不需使用機具，例如只要使用白膠來黏合的實作，則是輔助場依賴的學生實作成果比場獨立好。其他直接操作機具設定及完成實作，場獨立和場依賴的學生獲得的輔助實作成果一樣好。相關原因於本研究都有深入討論，藉由本研究結果，可提供未來生活科技數位學習相關研究及教學者作為參考。

This study developed the e-learning contents for living technology education by e-book and augmented reality. In order to provide the student with adaptive contents, this study further developed a recommendation system based on the repertory grid technique. This study adopted the quasi-experiment design. Totally 38 vocational high school students participated in this study. They were grouped into experimental group and control group, respectively. The students in the experimental group applied the recommendation system to providing adaptive e-book and augmented reality content for individuals while the students in the control group received all the content of e-book and augmented reality. This study attempted to explore the academic and skill learning performance, motivations, and cognitive loads of the two groups. In each implementation dimension, this study also compared the performance of the students with different cognitive styles in experimental and control groups. The results found that the academic and skill learning performance, and learning motivations were significantly promoted and the cognitive loads were remarkably improved no matter in the experimental or control group. Furthermore, this study found that the field-independent students outperformed the field-dependent students in part implementation dimensions. This study have discussed the results in depth and provided some implications as well as suggestions for future studies.

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