數位原生時代已經來臨，將科技融入教學，也一直是個廣受關注的議題，許多國內外研究紛紛指出行動設備搭配擴增實境對教學所帶來的益處，對於整合資源、創造學習環境等層面上都有顯著效果，讓虛擬物體將在真實世界中得到增強，還能使互動和介面變得更具親和力、引起學生學習動機、使學習者能沉浸於學習內容中等優勢。
著眼於語言新進學習者往往無法看到文字法上反應出發音、及無法自我評估發音準確性的困境，本研究設計一套擴增實境輔助英語發音單字學習系統，目標是設計一個簡單而有效的語音發音模型，以便學習者可以輕鬆理解如何發音。並探討在不同教學方式與不同擴增訊息輔助下，國小生在英語單字發音學習成效上的變化。
本實驗採用準實驗研究方法，藉由傳統教學方式、擴增實境聽覺教材方式、擴增實境視聽覺教材方式、擴增實境視聽覺加唇形對照教材方式，上述四種不同輔助資訊搭配的教學方式進行組間比較。
研究結果顯示，無論是以純聽覺、視聽覺或是視聽覺加唇形對照的擴增實境整合，其立即後測效果都明顯高於傳統教學的學習者，表示使用擴增實境應用於英語發音的教學上是有顯著效果的。而擴增實境整合的三個組別之間學習效果上無顯著差異，值得注意的是，擴增實境視聽覺組對於看字發音的學習保留效果是有明顯優勢的。
雖然唇形對照的教學設計仍有改善空間，但多數學習者仍對擴增實境中能提供反饋增加互動性的特性保持開放態度，也期待擴增實境系統能加入其他學科，由此可見擴增實境系統輔助學習有增強學習者學習成效與動機之效果。

Digital native era, making Information Technology Integrated into Instruction a big thing of these days. Many domestic and overseas studies have pointed out the benefits of mobile devices integrated with augmented reality for teaching, which has also significantly influenced integrating resources and developing learning environments. Making virtual objects stronger in the real world can also make interactions and interfaces more friendly , motivate students to learn, and immerse learners in the advantages of learning content.
This research has developed an Augmented Reality-Assisted English words Pronunciation Learning System to address the problem that new language learners are frequently unable to pronounce immediately when they see the text and cannot self-evaluate pronunciation accuracy. The aim of this study is to design a simple and effective pronunciation model so that learners can easily understand how to pronounce. It also discusses the changes in the effectiveness of primary school students' learning of single word pronunciation through different teaching methods and different information amplification.
In this experiment, the four teaching methods were compared by traditional teaching method, augmented reality with an auditory teaching method, augmented reality with an audiovisual teaching method, and augmented reality with both an audiovisual and lip-contrast teaching method.
The results show that the immediate post-test effect is significantly higher than traditional learners, indicating that the use of augmented reality in English pronunciation is effective. However, there has been no significant difference between the learning effects of the three augmented reality-integrated groups. It has been shown that the augmented reality audiovisual group has apparent advantages in the reading and pronunciation learning retention effect.
Although there is still room for improvement in the design of lip-contrast, the majority of students are still open to augmented reality features that can provide feedback and increase interactivity. And they hoped that the augmented reality system will be incorporated into other subjects. It is evident that an augmented reality-assisted learning system could improve the efficacy and motivation of learners.

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劉子鍵、張國恩、黃國駿．配戴式錄音錄影裝置．臺灣．I636455．2018-09-21
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