中文摘要
　　本研究藉由虛擬實境與擴增實境技術開發電學學習系統，並評估學習者使用此系統後對系統的滿意度以及該系統對學生科學學習成就、概念理解與科學學習動機的影響。
　　本研究開發的系統是以108課綱國中九年級自然科學領域康軒版第五冊第四章中的「電學」單元為主題，開發的過程使用Unity 3D Game Engine、Cinema 4D、Adobe Photoshop、Adobe illustrater 、Vuforia SDK等軟體，建置適合Android行動裝置的學習系統。系統包含「基本電路」、「伏特計與安培計的應用」以及「歐姆定律」三個學習主題，在操作系統的過程中，透過掃描燈泡和電線等圖卡，讓學生在真實環境中進行基本電路實驗，以微觀的角度觀察電子流動速度和方向，AR的呈現增加與真實環境的互動性，具有擬真、具體可視化的效果，且實驗儀器不會有損壞和短路的問題，操作具有安全性。利用VR呈現安培計和伏特計所測量的電流和電壓數值，學生可透過簡單的操作和多次實驗，了解串聯、並聯電路中電流和電壓的不同以及驗證歐姆定律，操作便利可提升學習效率，幫助學生理解困難且抽象的電學概念。
　　本研究以桃園市某一所國中九年級學生為研究對象，有四個班級共87名學生參與實驗，其中兩班共44人為實驗組，進行電學學習系統「電學小教室」來輔助教學；另兩班共43人為對照組，進行一般傳統教學，實驗設計採取準實驗研究法，教學時間為5節課，總共225分鐘。資料收集工具為「系統滿意度調查表」、「電學成就測驗」、「電學二階段診斷測驗」與「科學學習動機量表」。資料分析方法則使用獨立樣本單因子共變數分析(One-Way ANCOVA)進行分析。
　　研究結果顯示學生對於電學學習系統在「認知有用性」、「認知易用性」和「使用意願」三個向度皆為高滿意度，且整體感受性呈現高滿意度。學生使用電學學習系統在電學整體的科學學習成就顯著優於一般教學，且亦能提升電學單元中的「電流」、「電壓」以及「電阻和歐姆定律」三個主題的學習成就。電學學習系統輔助教學比一般教學更能促進國中學生在電學整個單元的概念理解及個別概念的理解，例如：「電池串、並聯連接方式」、「電池串聯、並聯的電壓」和「燈泡串、並聯的電流」。研究結果也顯示電學學習系統對學生科學學習動機顯著優於一般教學。

Abstract
　　This study developed an electric learning system using virtual reality and augmented reality technologies and evaluated its impact on learner satisfaction, scientific learning achievement, conceptual understanding, and science learning motivation.
　　The system was developed based on the "Electricity" unit in the fifth chapter of the ninth-grade natural science textbook from the Curriculum Guidelines of 108, published by Kang Hsuan. Unity 3D Game Engine, Cinema 4D, Adobe Photoshop, Adobe Illustrator, and Vuforia SDK were used in the development process to build a learning system suitable for Android mobile devices. The system included three learning topics: "Basic Circuits," "Applications of Voltmeters and Ammeters," and "Ohm's Law." During the system operation, students could conduct basic circuit experiments in a real environment by scanning cards such as light bulbs and wires. The augmented reality presentation increased interaction with the real environment, providing a realistic and visually concrete experience. The experiment instruments had no risks of damage or short circuits, ensuring safety during operation. Virtual reality was utilized to present the current and voltage values measured by ammeters and voltmeters. Students could understand the differences in current and voltage in series and parallel circuits and verify Ohm's law through simple operations and multiple experiments. The system's convenience in operation contributed to enhanced learning efficiency and helped students comprehend challenging and abstract electrical concepts.
　　The research subjects were ninth-grade students from a junior high school in Taoyuan City. Four classes with a total of 87 students participated in the experiment, with two classes (44 students) in the experimental group using the electric learning system "Electric Classroom" for instructional assistance and the other two classes (43 students) in the control group receiving traditional instruction. The research design adopted a quasi-experimental approach, with a total teaching time of five class periods and 225 minutes. Data collection instruments included a "System Satisfaction Survey," an "Electricity Achievement Test," an "Electricity Two-stage Diagnostic Test," and a "Science Learning Motivation Scale." Data analysis employed independent samples one-way analysis of covariance (ANCOVA).
　　The results showed that students had high satisfaction in the "Perceived Usefulness," "Perceived Ease of Use," and "Intention to Use" dimensions of the electric learning system, with an overall high level of satisfaction. Students using the electric learning system demonstrated significantly higher scientific learning achievement in electricity overall compared to traditional instruction. The system also improved learning achievements in the specific topics of "Current," "Voltage," and "Resistance and Ohm's Law" within the electricity unit. The electric learning system-assisted instruction was more effective in promoting both the overall conceptual understanding of electricity and the understanding of individual concepts among junior high school students, such as "Battery series and parallel connections," "Voltage in series and parallel connections of batteries," and "Current in series and parallel connections of light bulbs." The results also indicated that the electric learning system had a significantly greater impact on students' science learning motivation compared to traditional instruction.

目次
中文摘要 I
ABSTRACT III
目次 VII
表目錄 IX
圖目錄 XI
第一章　緒論 1
第一節　研究動機 1
第二節　研究目的與問題 4
第三節　研究範圍與限制 4
第四節　名詞解釋 5
第二章　文獻探討 7
第一節　電學的迷思概念相關研究 7
第二節　虛擬實境 13
第三節　虛擬實境應用在科學教學的實證研究 15
第四節　擴增實境 20
第五節　擴增實境應用在科學教學的實證研究 22
第三章　系統開發與設計 28
第一節　系統開發環境與工具 28
第二節　學習系統架構 29
第三節　系統開發的過程 30
第四節　系統操作 58
第五節　系統優勢 61
第六節　系統滿意度評估分析 73
第四章　學習系統的成效評估 78
第一節　研究對象 78
第二節　教學內容與材料 78
第三節　研究工具 81
第四節　研究設計 85
第五節　資料收集與分析 86
第六節　電學學習系統－「電學小教室」學習成效評估 88
第五章　結論與建議 108
參考文獻 110
一、中文文獻 110
二、英文文獻 112
附錄 116
附錄一 系統滿意度調查表 116
附錄二 電學成就測驗 118
附錄三 電學二階段診斷測驗 123
附錄四 科學學習動機量表 126
附錄五 電學小教室學習單 128

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