本研究藉著應用延伸式擴增實境學習活動，探討在應用延伸式擴增實境時數位能力之潛在數位落差對國中學生學習成效的影響。研究對象募集北部一般地區學校與偏遠地區學校學生共144位，使用研究工具包含國中學生數位能力問卷、學習成就測驗及學習興趣問卷。
本研究首先以數位能力問卷調查國中學生數位能力情形，並以「晝夜與四季變化」作為學習主題，在學習成就測驗前測實施之後，學生藉著操作太陽與地球實體模型，觀察延伸式擴增實境資訊，進行「晝夜與四季變化」學習活動，最後實施學習成就測驗後測，並發放學習興趣問卷，得出學生學習成就結果與學習興趣分數。
經過統計方式進行考驗與資料分析，研究結果顯示：（1）除了數位溝通與協作能力，女學生顯著優於男學生，不同區域、性別在其他數位能力表現上並無顯著差異。（2）在學習成就方面，學生不因數位能力分向度之數位溝通與協作、數位知識與技能的差異在學習成就表現上有顯著差異；但在整體數位能力，與分向度之數位批判與思考、數位公民能力有所差異的學生，在學習成就表現上呈現出顯著差異。（3）學習興趣方面，不同數位知識與技能的學生在學習興趣的表現無顯著差異；而整體數位能力、分向度之數位溝通與協作、數位批判與思考、數位公民能力的不同，使學生在學習興趣表現上呈現顯著差異。依據研究結果，延伸式擴增實境對數位能力中等程度的多數學生在學習成就有極佳的學習效益，值得推廣與應用。

The purpose of the research is to discuss the influence of the potential digital divide of the digital competence to the learning effect of junior high school students by applying extended augmented reality in learning activities. 144 junior high school students from both general districts and remote districts were selected as the study samples. The research tools include ”the questionnaire of the digital competences for junior high school students,” achievement test of “changes of day and night and the seasons,” and the questionnaire of learning interests, and adopt quantitative analysis according to the purpose of research.
This research investigated the situation of the digital competence of junior high school students with the questionnaire. The topic of this lesson was about “the changes of day and night and the seasons.” After carrying out the pre-test of this unit, the students joined the learning activities about the topic by operating sun and earth models, and observing the information from the extended augmented reality. Then, the learning achievement test and also the questionnaire about learning interests were taken to get the results of their learning achievement and the scores of their learning interests.
The result reveals the following points. (1) The creating, communicating and collaborating abilities of the female students are obviously superior to male students. However, there is no significant difference in digital competence with different districts or gender. (2) Regarding learning achievement, there is no significant difference in learning achievements due to the aspects of Creating, communicating and collaborating, difference of digital knowledge technique. But, there is significant difference in learning achievements from the aspects of general digital competence, digital Thinking critically and creatively, and digital Citizenship. (3) Regarding learning interests, there is no significant difference of learning interests with students of different foundational knowledge, skills and concepts. There is significant difference in learning interests with different digital competence, digital creating, communicating and collaborating, abilities in individual dimensions, digital creative thinking, and digital citizenship.

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