本文依據地方感理論與導覽解說的設計原則，發展一套具有歷史地理情境脈絡參訪策略之擴增實境行動導覽系統，作為古蹟襲產導覽教學活動之輔助工具以提升參訪者之地方感。本研究分為兩階段進行，第一階段採取了深度訪談的質性研究，以立意取樣訪談了淡水區文化古蹟襲產的16位參訪者、5位管理人員、1位導遊與17位當地居民，分析其形成地方感的可能因素。第二階段結合歷史地理情境脈絡參訪策略與擴增實境於行動導覽中，並經由實驗探討參訪者在運用擴增實境導覽、語音導覽與無導覽方式的學習成效與地方感效果的差異。研究對象為87位大學生，採用準實驗研究法之前後測不等組設計。研究結果顯示，運用擴增實境導覽的學生在學習成效及地方感效果方面有顯著的促進效果，三組導覽的參訪行為模式各自有其特色，且擴增實境導覽有助於參訪者之專注度的提升，也進行較多的討論與互動，此一現象說明了擴增實境的行動導覽方式，能加深參訪者與其導覽解說人、機、境的互動性。本研究並經由訪談瞭解形成地方感的可能原因，大部分學生也對擴增實境導覽具有正面的使用態度。

Based on the Sense of place (SOP) theory and the design principles of guidance and interpretation, this study developed an augmented reality (AR) mobile guidance system that used a historical geo-context-embedded visiting (HGCEV) strategy. This tool for heritage guidance and educational activities enhanced visitor SOP. The study was divided into two stages; the first stage was investigated by conducting a qualitative study with in-depth interviews. The purposive sampling method was applied to conduct interviews with 16 visitors 、5 management staffs 、1 tour guide and 17 residents to heritage sites in Tamsui District, Taiwan, to identify possible factors of SOP constructs. The second stage integrated HGCEV strategies and augmented reality in a mobile guidance application activity. Experiments were performed with 87 university students divided into 3 visitor groups: AR guidance, audio guidance, and no guidance. A quasi-experimental design was adopted to evaluate whether the sense of place and learning performance were promoted more by AR guidance than by audio guidance or no guidance. The results indicated that visitors who used AR guidance showed significant learning and SOP effects. The visitors who were the most engaged and had interactive discussions with their peers in the heritage sites experience were those who were using the AR guide. This phenomenon illustrates that the integration of HGCEV strategies and augmented reality in a mobile guidance application to promote the human–computer–context interaction (HCCI). Interviews were also employed to determine the possible factors that contribute to the formation of SOP. Finally, a majority of the visitors who participated in the study elicited positive responses and acceptance attitudes.

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