擴增實境（Augmented Reality, AR）技術在教育領域的應用逐漸受到重視，其高度互動性與多感官呈現方式被認為有助於降低學習者在抽象概念理解上的難度，並促進學習動機與學習成效。然而，AR教材在實際教學中對認知負荷的影響仍有探討空間，且不同構面的認知負荷與學習成效之間的關係尚未獲得一致結論。本研究以國小高年級學生為對象，探討AR科普繪本在自然科教學中的應用成效，並檢視學生在閱讀AR科普繪本後的認知負荷，以及科學知識學習成效與認知負荷之間的相關性。
本研究採單組前後測設計，以新北市兩所國民小學共 32 位五、六年級學生為研究樣本。教學教材為改編自《繡球花的火星夢》之AR科普繪本，內容涵蓋火星的水痕跡、土壤環境、地形特徵，以及推論人類移居可能性的依據等。研究工具包括火星知識前後測驗、閱讀理解學習單及認知負荷問卷（包含「心智努力」與「心理負荷」兩構面）。數據分析採用配對樣本t檢定、效果量（Cohen’s d）計算，以及斯皮爾曼等級相關分析，以檢驗學習成效變化與認知負荷之間的關聯性。
研究結果顯示，學生在接受AR科普繪本教學後，火星知識測驗與閱讀理解表現均有顯著提升，且部分題型的進步幅度較大，反映出AR教材在協助學生理解抽象與行星科學概念方面的潛力。在認知負荷方面，學生對「心智的努力」與「心理的負荷」的自評分數整體偏低至中等，顯示AR教材在提升互動性與參與度的同時，並未造成過高的學習壓力。相關性分析結果顯示，「心智努力」與知識學習增益呈低度正相關（未達顯著）；「心理負荷」與閱讀理解錯題數亦呈低度正相關，顯示心理負荷可能在部分情況下對理解表現產生一定影響。整體而言，認知負荷與學習成效之間並未呈現穩定且顯著的線性關係，顯示其作用機制可能受到多重因素影響，例如先備知識、學習策略或科技使用熟悉度，與既有認知負荷理論所指出的多元交互作用模式相呼應。
本研究結果支持AR科普繪本作為自然科教學媒介的可行性，特別是在提升抽象概念理解與學習動機方面的應用價值。然而，鑒於樣本數與研究設計的限制，後續研究可擴大樣本範圍，涵蓋不同地區、年齡層與科技經驗的學生，並採準實驗或隨機對照試驗設計，同時納入更多控制變項與質性資料，以更全面檢驗 AR 教材在不同學習情境下對認知負荷與學習成效的影響。

The application of Augmented Reality (AR) technology in education has attracted increasing attention. Its high interactivity and multisensory presentation are considered to help reduce the difficulty of understanding abstract concepts and enhance learners’ motivation and learning outcomes. However, the impact of AR materials on cognitive load in real classroom contexts remains open to discussion, and the relationship between different dimensions of cognitive load and learning outcomes has yet to reach a consistent conclusion. This study focused on upper-grade elementary school students to explore the effectiveness of AR science picture books in science education, and to examine students’ cognitive load after reading an AR science picture book as well as the correlation between cognitive load and science knowledge learning outcomes.
A one-group pretest–posttest design was adopted, with 32 fifth- and sixth-grade students from two elementary schools in New Taipei City serving as participants. The instructional material was an AR science picture book adapted from Hydrangea’s Mars Dream, covering topics such as evidence of water on Mars, soil conditions, topographical features, and reasoning about the possibility of human migration to Mars. Research instruments included a Mars knowledge pretest and posttest, a reading comprehension worksheet, and a cognitive load questionnaire measuring two dimensions—“mental effort” and “mental load.” Data were analyzed using paired-sample t-tests, effect size (Cohen’s d), and Spearman’s rank correlation analysis to examine the relationship between changes in learning outcomes and cognitive load.
Results showed significant improvement in both Mars knowledge and reading comprehension performance after the AR-based instruction, with some question types demonstrating particularly large gains. This suggests the potential of AR materials in supporting students’ understanding of abstract and planetary science concepts. Regarding cognitive load, students’ self-rated scores for both “mental effort” and “mental load” were generally low to moderate, indicating that the AR materials enhanced interactivity and engagement without causing excessive learning pressure. Correlation analysis revealed a low positive (but non-significant) association between mental effort and knowledge gain, as well as between mental load and the number of reading comprehension errors, suggesting that mental load may, in some cases, influence comprehension performance. Overall, cognitive load and learning outcomes did not exhibit a stable and significant linear relationship, indicating that their interaction may be influenced by multiple factors—such as prior knowledge, learning strategies, or familiarity with technology—aligning with cognitive load theory’s emphasis on multifactorial interactions.
This study provides preliminary evidence supporting the feasibility of using AR science picture books in science education, particularly for enhancing understanding of abstract concepts and promoting learning motivation. However, given the limitations of sample size and research design, future studies should expand the participant pool to include students from diverse regions, age groups, and technology experience levels, adopt quasi-experimental or randomized controlled trial designs, and incorporate additional control variables and qualitative data to more comprehensively examine the impact of AR materials on cognitive load and learning outcomes in varied educational contexts.

 目錄	i
 圖目錄	i
 表目錄	i
第一章　緒論	1
第一節　研究背景與動機	1
第二節　研究目的	4
第三節　研究問題	4
第四節　名詞釋義	4
第五節　研究限制	6
第二章　文獻探討	8
第一節　擴增實境	8
第二節　擴增實境繪本與科學學習	11
第三節　認知負荷	13
第四節　科學知識學習成效	17
第三章　研究方法	19
第一節　研究設計	19
第二節　研究流程	20
第三節　研究對象	21
第四節　教學流程	22
第五節　研究工具	24
第六節　資料處理	41
第四章　研究結果與分析	42
第一節　學習成效	42
第二節　認知負荷	51
第三節　學習成效與認知負荷之相關性	55
第五章　研究結論與建議	59
第一節　研究結論	59
第二節　研究建議	62
第六章　參考文獻	65
第一節　中文文獻	65
第二節　英文文獻	68
附錄	84
附錄一　《繡球花火星夢》教學活動教案	84
附錄二　《繡球花火星夢》課堂實施照片	88
附錄三　AR科普繪本《繡球花火星夢》完整內容	89
附錄四　AR設計內容	96
附錄五　學生基本資料調查問卷	99
附錄六　繪本內容優化測試之完整教案	100
附錄七　繪本優化課堂實施照片	103
附錄八　火星知識前後測驗題目	104
附錄九　《繡球花火星夢》閱讀理解學習單	106
附錄十　認知負荷問卷完整內容	108
附錄十一　研究參與者知情同意書	111
圖1　研究架構圖	20
圖2　研究流程圖	21
圖3　教學流程圖	23
圖4　測試流程圖	31
圖5　知識前後測正確率比較圖	49
圖6　前後測盒鬚圖	50
 表1　專家基本資料	24
表2　文本優化內容彙整表	25
表3　AR優化內容彙整表	27
表4　學生基本資料統計表	29
表5　工作任務清單表	33
表6　任務完成時間總表	34
表7　任務平均完成時間	35
表8　訪談大綱	36
表9　學生訪談回應分析摘要表	37
表10　兩所國小前測成績之描述性統計表	42
表11　兩所國小前測成績之獨立樣本t檢定	43
表12　閱讀理解學習單統計表	44
表13　火星知識前測統計表	46
表14　火星知識後測統計表	48
表15　前後測統計分析結果表	51
表16　心智的努力統計表	53
表17　心理的負荷統計表	55
表18　Shapiro-Wilk 常態性檢定結果	57
表19　認知負荷與學習成效之斯皮爾曼相關分析	58

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