本研究為二因子實驗設計將一款以結構化程式設計為主題的桌上遊戲《機器人蓋城市》，英文名為Robot City，結合擴增實境輔助學習系統及多媒體教學學習方式，分別為實驗組1桌遊結合「擴增實境學習系統」、「多媒體教學學習模式」，實驗組2桌遊結合「擴增實境學習系統」、「傳統教學學習模式」，實驗組3為桌遊結合「多媒體教學學習模式」、控制組為桌遊一般模式，即沒有使用擴增實境和多媒體教學的傳統桌遊學習模式。目的在利用桌上遊戲的高互動性及高層次的思考，透過擴增實境中虛擬真實混合特性，藉由人機互動促進學生學習結構化程式設計，並培養其運算思維的能力。本實驗針對國中222位學生進行實驗，使用測驗與問卷量表作資料蒐集，研究結果顯示，學習成就方面使用擴增實境學習系統實驗組1及實驗組2，顯著較無使用擴增實境學習系統實驗組3及控制組學生低，同時，研究發現在認知負荷方面，實驗組3之學生認知負荷則顯著較高。本研究認為，適當的認知負荷，對於學習成就是有幫助的，但若提供過多的資訊，同時結合多媒體教學與擴增實境輔助學習系統，使學生須接受過多資訊，會造成學習成就不佳問題，學習動機方面，在無使用擴增實境的情況下，使用多媒體教學顯著高於傳統教學之學生。在合作學習傾向方面，實驗組之學生顯著較控制組之學生高。在創意自我效能方面實驗組1之學生因接觸擴增實境系統及多媒體教學，接受較多的外在資訊及更，豐富學生的視覺感，創意自我效能顯著較高。承上所述，擴增實境系統雖然帶給學生許多學習上的利處，但是仍有缺憾之處，建議未來桌遊擴增實境的設計，除了人機互動之外，要加強人與人之間的連結，才不會因為學生使用過多多媒體時，反而忽略原本桌遊最重要的人與人互動的價值而分散原有桌遊的學習成效。

This study utilized the computational thinking educational board game named “Robot City” as the instructional material. The board game was also integrated with the augmented reality and the multimedia teaching. Experimental group 1 is the board game integrated the augmented reality learning system and multimedia instructional mode together. The experimental group 2 is the board game integrated with the augmented reality learning system. The experimental group 3 is the board game integrated with the multimedia instructional mode. The control group is general mode, board game learning without augmented reality and multimedia instruction mode. The purpose is to achieve the high interaction and high level thinking with the board game, and to help students learn the structure programming by human–computer interaction and cultivate their computational thinking with the augmented reality learning system from the integration of the virtual and reality. The participants of this study were 222 students. After the learning activities, the results found that the learning achievements of the experimental group 3 and control group were significant better than those of the experimental group 1 and 2. Moreover, the results revealed that the cognitive load of experimental group 3 was significantly higher than that of the other groups. This study consider that proper cognitive load is helpful for learning achievement, but if providing the students with too much information, such as integration of teacher-centered multimedia instruction and student-centered augmented-reality learning system, the students afforded too much information, leading to poor learning performance. As for the learning motivation, without use of augmented reality, multimedia instruction is significantly higher than the conventional instruction. In terms of collaborative tendency, the experimental groups outperformed the control group. The experimental group 1 received more external information which enriched the visual sense from both the augmented-reality learning system and the multimedia instruction, so that the creative self-efficacy of the experimental group 1 was significantly higher than those of the other groups. As mentioned above, although the augmented reality system brings many benefits to students, there are still some imperfections. It is recommended that the future development of board games integrated with the augmented reality. In addition to human-computer interaction, it is necessary to strengthen the interaction between people and to prevent students from ignoring the connection or collaboration among human, resulting in dispersing the learning effectiveness of the original board games when they are confront with too much multimedia.

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