歷史教育普遍期待學生經過歷史的學習與思考訓練後，能更加理解過去的時勢、同理當代人，並通達事件的起因與影響。甚至能運用對過去的瞭解達到鑑往知來的效果。然而，在教學現場中，歷史教師時常面對學生難以同理歷史人物、想像事件脈絡的現況。過去的研究中，角色扮演的學習方式能顯著提升學習者的同理能力，讓學生能夠理解歷史事件中，個人動機與想法的複雜性，但仍較難讓學習者完全沈浸於過去中。而擴增實境的學習方式，則能呈現影像與聲音，為學習者提供沈浸的學習材料，讓學習者融入並想像過去的環境及情況。

因此，本研究旨在利用擴增實境的方式，創建一個線上與線下混合的教學活動，以解決前述角色扮演教學活動所遇到的問題。本研究使用張國恩博士指導之研究團隊所開發之擴增實境合作學習系統（Collaborative Augmented Reality Learning, CARL）。本研究讓國中學生實際利用此系統進行歷史科角色扮演學習活動，驗證利用此系統學習的學習者，其學習動機與學習成效是否顯著高於一般採用紙本內容授課的環境。研究結果顯示，使用合作式擴增實境系統搭配角色扮演活動進行學習後，國中二年級學習者在學習成效及學習動機上均顯著優於傳統教學學習組，顯示利用擴增實境合作學習系統，進行學習，對於學習成果將有正向提升。

History education generally expects students to better understand past events, empathize with people of different eras, and comprehend the causes and effects of events. Through historical learning and critical thinking training, the aim is for students to apply their understanding of the past to gain insight into future. However, history educators often face the challenge of students struggling to empathize with historical figures and contextualize events of the past. Previous research has shown learning through role-playing significantly enhances learners' empathy, enabling them to grasp the complexity of personal motives and thoughts in historical events. While this is effective addressing the empathic limitations, difficulty remains for learners to fully immerse themselves in the past using this method. With the emergence of Augmented reality (AR), the use of AR learning is becoming increasingly prevalent as it can present images and sounds, providing immersive learning materials that allow learners to integrate and contextualize past environments and situations.

Therefore, this study aims to address the difficulties faced in role-playing teaching activities by building augmented reality environment. Under the guidance of Dr. Kuo-En Chang, we developed the Collaborative Augmented Reality Learning (CARL) system, and utilizing it for teaching activities. The study involved junior high school students using this system for history role-playing activities, aiming to verify whether learners using this system exhibited significantly higher learning motivation and effectiveness compared to those in a traditional paper-based content teaching environment. The research results demonstrate after learning through the collaborative augmented reality system combined with role-playing activities, second-year junior high school learners showed significantly better learning effectiveness and motivation than the traditional teaching and learning group. This indicates that combining the augmented reality and role-playing strategy positively enhances learning outcomes.

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