問題解決能力是學習者未來適應社會的重點能力之一，PISA（the Programme for International Student Assessment）亦將於2015年將問題解決能力列入檢測項目。然現今提升資訊問題解決能力較普遍的為Big 6 問題解決模式，且Big 6 問題解決模式提到如果在教學過程中運用圖形作為輔助，將有效提升問題解決能力。而擴增實境具備將抽象物體具現化、高互動性及虛實整合等特性等優點。透過互動功能，將可協助學生能將自然知識中衍生的看法及心得主動與他人分享，藉以獲得回饋的滿足感及溝通情意等技能，培養學習者問題解決能力。此外，在傳統教學方式下，學生較無機會從科學的學習活動中主動思考科學內容，透過擴增實境結合虛擬與真實並與使用者產生互動的概念，將抽象概念轉為具體知識，幫助學習者更容易了解科學知識的內容。
本研究將發展一套在Big 6 教學活動中利用擴增實境技術以提升學習者問題解決能力之教材，並訂定問題任務，以國小六年級自然與生活科技課程為發展內容。透過平板電腦進行教學活動，探討該教材對學習成就及問題解決能力之影響。另外，在活動過程中將記錄學習者於Big 6 問題解決模式中的互動行為，藉由學習者產生良好互動之次數，進行行為紀錄，以探討教學活動中學習者之互動行為對提升自然與生活科技成就與問題解決能力之影響。
實驗對象為國小六年級四個班級的學生，分別做為實驗組與對照組。實驗組為在Big 6 教學活動中利用擴增實境技術進行教學；對照組進行傳統教學，實施時間為三週。結果顯示在Big 6 教學活動中利用擴增實境技術對評量成績有顯著提升。其次，在Big 6 教學活動中利用擴增實境技術對於學習者之問題解決態度與問題解決能力有顯著提升。最後，在經過利用擴增實境技術的Big 6 教學活動中學習者出現有利於問題解決能力之行為。

Problem-solving skill is the focus of the learner the ability, PISA 2015 will included in the problem-solving ability test items. Augmented reality and the actual situation with highly interactive features such as integration, through augmented reality interactive features, will help students understand the views of natural knowledge and insights derived initiative to share with others, so as to get feedback satisfaction and affective communication and other skills, to develop learners' problem-solving skills. In addition, the traditional teaching methods, students representing no chance of learning activities from science scientific content in active thinking, through augmented reality combines virtual and real users interact with the concept of abstract ideas into concrete knowledge will help learners easier to understand the content of scientific knowledge.
This research develop tablet PC-based natural and living technology Augmented Reality technology combined with problem-solving mode of learning materials, and set tasks problem, content, development will be fifth and sixth grade science and technology courses under big 6 skill. After teaching activities carried out through the Tablet PC to explore the effectiveness of learning and teaching materials on the impact of problem-solving abilities. In addition, in the course learners will be recorded in the Big 6 problem-solving mode interaction, learners generate good interaction by the number and frequency of behavioral records and to explore the teaching activities to enhance learners' interactions Science and Life Technology achievements and impact of problem-solving ability.
Experimental subjects were sixth grade students attend science and technology programs of the four students in class, each class were about twenty-five experimental and control groups as. Experimental group augmented reality technology combines Big 6 Problem Solving; control group was generally traditional classroom teaching. Implementation time is two weeks weeks. The results showed that augmented reality technology combines Big 6 problem-solving mode usage on assessment results have a significant impact. Second, the augmented reality technology combines Big 6 Problem solving model for learners to use problem-solving attitude and problem-solving ability have a significant impact. Third, the learners have appeared in favor of problem solving behavior.

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