本研究旨在探討臺灣國小擴增實境結合水資源教育課程對國小六年級學生的水資源知識與英語相關詞彙學習之影響。研究對象為國小二十三位六年級學生，接受為期七周的水資源教育課程。為回答研究問題，研究者蒐集了前測與後測的資料，以及質性資料如訪談、教師觀察表、教學省思。
經過資料分析，本研究獲得以下主要發現：首先， 擴增實境營造的真實情境可以幫助學生理解水資源知識。第二，學生透過與擴增實境互動可以學習水資源抽象概念。第三，擴增實境中的3D 物件增進學生在課程中的意義學習。另外，擴增實境影片協助學生提升單字意義的保留。而手作活動則對學生學習單字字形有正向影響。研究者也討論了實施課程中可能面臨的挑戰。最後根據研究結果，研究者提出此研究的貢獻、研究限制，以及未來相關研究的建議。

The main purpose of this study was to investigate the effects of the integration of augmented reality (AR) into water resources education on sixth graders’ water knowledge and vocabulary knowledge. The study involved 23 sixth-graders who received the AR-assisted curriculum for seven weeks. Both quantitative data (pre- and posttests on water and vocabulary knowledge) and qualitative data (interviews, observations, and teaching reflection notes) were collected to address the research questions.
Based on the data analysis, the study reached the following conclusion. First, the provision of a contextualized scenario through AR helped the students acquire water-resources knowledge. Secondly, the interaction between the user and AR assisted the students in comprehending abstract concepts. Thirdly, 3D virtual objects enhanced the students' meaningful learning. Moreover, AR video helped the students improve the retention of word meanings. Hands-on activities were also helpful for improving students' knowledge of word forms. Finally, the significance of the study, limitations, and issues for future studies were provided.

Chapter 1 Introduction 1
Background 1
Statement of the Problem 4
Purpose of the Study 6
Research Questions 6
Terminology 7
Water Resources Education 7
Augmented Reality 8
Chapter 2 Literature Review 9
Water Resources Education 9
Definitions 9
Instructional Materials on Water Resources Education 12
Challenges of Water Resources Education for Learning 16
Empirical Studies of Water Resources Education 17
Augmented Reality 21
Definitions of Augmented Reality 21
Features of Augmented Reality 24
Augmented Reality Instructional Materials 28
Challenges of Augmented Reality in English Instruction 32
Empirical Studies on Augmented Reality in English Instruction 34
Conceptual Framework 38
Chapter 3 Methodology 43
Research Design 43
Setting and Participants 45
Data Collection 47
Water Knowledge Test 49
Vocabulary Knowledge Test 51
Observations 52
Interview 54
Teaching Reflection 55
Procedure 56
Data Analysis 60
Quantitative Data 61
Qualitative Data 61
Ethical Issues 65
Chapter 4 Results 67
Water Knowledge Test 67
Vocabulary Knowledge Test 83
Form and Meaning 83
Spoken Form 91
Challenges Faced in the Curriculum 94
Chapter 5 Discussion 99
Provision of Contextualized Scenario via AR for Demonstrating the Reality and Virtuality of Water Knowledge 99
AR-enabled Interaction on Concretization for Learners’ Knowledge Retention 101
AR 3D Objects for Fostering Meaningful Learning and Transferable Knowledge 102
AR Video for Word Meaning Acquisition 103
Integration of Hands-on Activities in Learning Word Forms 105
Real-Time Interactivity through AR Audio for Spoken Forms 106
Equipping the School Along with Teachers and Students with Technology-Savvy Skills 107
Chapter 6 Conclusion 109
Summary of Major Findings 109
Significance of the Study 111
Limitations 111
Suggestions for Further Studies 112
References 115
Appendix A Lesson Plans 127
Appendix B Water Resources Knowledge Test 138
Appendix C Revision of the Water Resources Knowledge Test 140
Appendix D Vocabulary Test 141
Appendix E Revision of Vocabulary Knowledge Test 145
Appendix F Observation Checklist 146
Appendix G Interview Protocol 148
Appendix H Poster 149
Appendix I Worksheet I 150
Appendix J Worksheet II 151
Appendix K Worksheet III 152
Appendix L Consent Form 153
Appendix M Difficulty level and Discrimination index of Water Knowledge Test 155
Appendix N Difficulty level and Discrimination index of Vocabulary Test 156

Ahmadi, D., & Reza, M. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115–125.
Aikins, M. V., & Arthur-Nyarko, E. (2019). Challenges facing information and communication technology implementation at the primary schools. Educational Research and Reviews, 14(13), 484-492.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.
Akpur, U. (2021). Does class participation predict academic achievement? A mixed-method study. English Language Teaching Educational Journal, 4(2), 148-160.
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34-47.
Azuma, R. T. (1997). A Survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355-385.
Bacca Acosta, J. L., Baldiris Navarro, S. M., Fabregat Gesa, R., & Graf, S. (2014). Augmented reality trends in education: A systematic review of research and applications. Journal of Educational Technology and Society, 17(4), 133-149.
Baran, B., Yecan, E., Kaptan, B., & Paşayiğit, O. (2020). Using augmented reality to teach fifth grade students about electrical circuits. Education and Information Technologies, 25(2), 1371-1385.
Barma S, Daniel S, Bacon N, et al. (2015) Observation and analysis of a classroom teaching and learning practice based on augmented reality and serious games on mobile platforms. International Journal of Serious Games, 2(2), 69-88.
Barriera-Viruet, H., Sobeih, T. M., Daraiseh, N., & Salem, S. (2006). Questionnaires vs observational and direct measurements: a systematic review. Theoretical Issues in Ergonomics Science, 7(3), 261-284.
Bekhet, A. K., & Zauszniewski, J. A. (2012). Methodological triangulation: An approach to understanding data. Nurse researcher, 20(2), 40-43.
Bosica, J. (2022). Using a mixed methods approach to study the relationship between mathematics anxiety, mathematics teacher efficacy, and mathematics teaching anxiety in preservice elementary school teachers in Ontario. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 190-209.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
Bowen, P., Rose, R., & Pilkington, A. (2017). Mixed-methods-theory and practice. Sequential, explanatory approach. Interantional Journal of Quantitative and Qualitative Research Methods, 5(2), 10-27.
Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – cases, places and potentials. Educational Media International, 51(1), 1-15.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.
Bujak, K., Radu, I., Catrambone, C., MacIntyre, B., Zheng, R,, & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544.
Bursali, H., & Yilmaz, R. M. (2019). Effect of augmented reality applications on secondary school students' reading comprehension and learning permanency. Computers in Human Behavior, 95, 126-135.
Cabero-Almenara, J., & Barroso-Osuna, J. (2016). The educational possibilities of augmented reality. Journal of New Approaches in Educational Research, 5(1), 44-50.
Cai, Y., Pan, Z., & Liu, M. (2022). Augmented reality technology in language learning: A meta-analysis. Journal of Computer Assisted Learning, 38(4), 929-945.
Carmigniani, J., Furht, B. (Ed.). (2011). Augmented reality: An overview., Handbook of Augmented Reality, 3-46.
Chalhoub-Deville, M., & Deville, C. (2008). Utilizing psychometric methods in assessment. Encyclopedia of Language and Education, 7, 211-224.
Chang, F. F., & Chang, C. Y. (2015). Preliminary discussion on the 12-year basic education dual curriculum planning. Association for Taiwan Educational Review, 4(3), 26-33.
Chang, H. Y. (2017). Developing AR English courses for grade 7 students and the effect on students’ engagement, vocabulary and oral performance (id: 105NTUS5395010) [Master’s thesis, National Taiwan University of Science and Technology].
Chang, Y. S., Chen, C. N., & Liao, C. L. (2020). Enhancing English-learning performance through a simulation classroom for EFL students using augmented reality—A junior high school case study. Applied Sciences, 10(21), 54-78.
Chang, Y., Tsai, M., & Kang, S. (2015). Effectiveness analysis on induced-type flipping classroom. Journal of Disaster Management, 4, 19-58.
Chao, M. J. (2022). Integration of technology and cooperative learning in CLIL health classes (id: 110TIT00741007) [Master’s thesis, National Taipei University of Technology].
Chen, F. H., & Ho, S. J. (2020). A study on the integration of elementary school textbooks and teachers into the condition of instruction in the environmental education issues of the twelve-year basic education. Chinese Journal of Environmental Education, 18, 1-26.
Chen, J. C., Huang, Y., Lin, K. Y., Chang, Y. S., Lin, H. C., Lin, C. Y., & Hsiao, H. S. (2020). Developing a hands‐on activity using virtual reality to help students learn by doing. Journal of Computer Assisted Learning,36(1), 46-60.
Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., & Xie, H. (2019). Effects of caption and gender on junior high students’ EFL learning from iMap-enhanced contextualized learning. Computers & Education, 140, 1-15.
Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., Xie, H., & Tsai, C. C. (2022). Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning. Computer Assisted Language Learning, 35(3), 381-411.
Chen, S. Y., Hung, C. Y., Chang, Y. C., Lin, Y.S., & Lai, Y. H. (2018, July ). A study on integrating augmented reality technology and game-based learning model to improve motivation and effectiveness of learning English vocabulary. Paper presented at the First International Cognitive Cities Conference, Japan.
Cheng, K. H., & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22(4), 449-462.
Cheng, S. T. (2021). Effects of picture describing activities on fifth graders’ English learning (id: 109NPTU0741007) [Master’s thesis, National Pingtung University].
Cheng, P., Tsai, J., Chen, S., & Chang, C. (2020). Learning transfer to daily habit: The design and effectiveness of water resources board Game. Journal of Environmental Education Research, 16, 1-36.
Chiou, W. Y. (2008). Water environmental education. Journal of Ecotechnology, 4(2), 7-14.
Chuang, Y. H. (2007). A Research on the knowledge, attitudes and behaviors towards water resources amongst grade-six elementary school students in Taipei county (id: 095NTPTC147022) [Master’s thesis, National Taipei University of Education].
Chuang, Y. T. (2021). Using augmented reality to integrate remote associative teaching to cultivate scientific creativity in grade 6 - Taking the unit "microorganisms and food preservation" as an example (id:110NTPT0147003) [Master’s thesis, National Taipei University of Education].
Ciesielska, M., Boström, K. W., & Öhlander, M. (Eds.). (2018). Observation methods. In Qualitative methodologies in organization studies (pp. 33-52). Springer.
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage.
Cresswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Pearson.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. (3rd ed.). Sage.
Crystal, D. (2012). English as a global language. Cambridge University Press.
Czekanski, K. E., & Wolf, Z. R. (2013). Encouraging and evaluating class participation. Journal of University Teaching and Learning Practice, 10(1), 1-13.
Dan, A., & Reiner, M. (2017). EEG-based cognitive load of processing events in 3D virtual worlds is lower than processing events in 2D displays. International Journal of Psychophysiology, 122, 75-84.
Dunleavy, M., Dede, C., & Mitchell, R. (2008). Affordances and lLimitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
Efstathiou, I., Kyza, E. A., & Georgiou, Y. (2018). An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings. Interactive Learning Environments, 26(1), 22-41.
Fan, M., Antle, A. N., & Warren, J. L. (2020). Augmented reality for early language learning: A systematic review of augmented reality application design, instructional strategies, and evaluation outcomes. Journal of Educational Computing Research, 58(6), 1059-1100.
Fisher, M. J., & Marshall, A. P. (2009). Understanding descriptive statistics. Australian Critical Care, 22(2), 93-97.
Fossey, E., Harvey, C., McDermott, F., & Davidson, L. (2002). Understanding and evaluating qualitative research. Australian & New Zealand journal of psychiatry, 36(6), 717-732.
Gold, R. L. (Ed.). (2017). Roles in sociological field observations. Sociological Methods (pp. 363-380). Routledge. N. K. Denzin.
Harrell, S., & Bynum, Y. (2018). Factors affecting technology integration in the classroom. Alabama Journal of Educational Leadership, 5, 12-18.
Heesen, R., Bright, L. K., & Zucker, A. (2019). Vindicating methodological triangulation. Synthese, 196(8), 3067-3081.
Heigham, J., & Croker, R. (2009). Qualitative research in applied linguistics: A practical introduction. Springer.
Ho, S. C. (2012). A study on primary school students' learning effects of water resource environmental education : A case study in Dalin primary school (id: 100NHU05700008) [Master’s thesis, Nanhua University].
Hsieh, M. C. (2013). The Development and Application of an Augmented Reality Technique Enhanced English Teaching and Learning Environment for Junior High School Students (id: 101NTNT5395023) [Doctoral dissertation, National Tainan University].
Hsu, T. S. (2018). Sustainable planning of campus - modification and application on the system model for systems of water resources and its environmental education (id: 106CYCU5358004 ) [Master’s thesis, Chung Yuan Christian University].
Huang, T. C. (2009). Applying augmented reality to the teaching of English nouns, verbs, and adjectives (id: 097NCUE5620006 )[Master’s thesis, National Changhua University of Education].
Huang, T.C., Chen, C. C., & Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72-82.
Ibáñez, M. B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on learning technologies, 7(3), 291-301.
Jamrus, M. H. M., & Razali, A. B. (2019). Augmented reality in teaching and learning English reading: Realities, possibilities, and limitations. International Journal of Academic Research in Progressive Education and Development, 8(4), 724-737.
Kaufmann, H., & Schmalstieg, D. (2003). Mathematics and geometry education with collaborative augmented reality. Computers & Graphics, 27(3), 339–345.
Kesim, M., & Ozarslan, Y. (2012). Augmented reality in education: Current technologies and the potential for education. Procedia - Social and Behavioral Sciences, 47, 297-302.
Kinley, D., & Pradhan, S. (2022). Exploring the relationship between class participation and student performance in science. Bhutan Journal of Research and Development, 11(1), 23-37.
Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games. The MIT press.
Klopfer, E., & Squire, K. (2007). Environmental Detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.
Krüger, J. M., Buchholz, A., & Bodemer, D. (2019, December 2-6). Augmented reality in education: three unique characteristics from a user’s perspective. Paper presented at the Twenty Seventh International Conference on Computers in Education, Taiwan.
Kung, I. L. (2019). An action reasearch study of water resources education by using films (id: 107NCYU5579023 ) [Master’s thesis, Nation Chiayi University].
Lai, J. Y., & Chang, L. T. (2021). Impacts of augmented reality apps on first graders’ motivation and performance in English vocabulary learning. SAGE Open, 11(4), 1-13.
Lan, Y. J. (2023). Virtual world-supported contextualized multimodal EFL learning at a library. Language Learning & Technology, 27(2), 176-198.
Lee, L., Chau, C., Chau, C., & Ng, C. (2017). Using augmented reality to teach kindergarten students English vocabulary. International Symposium on Educational Technology, 53-57.
Lin, H. Y., & Wu, C. S. (2015). English, competitiveness, and feficiency: A critical discourse analysis of English education in Taiwan. International Journal of English and Education, 4(1), 160-175.
Lin, T. B. (2020). The future of bilingual education in Taiwan. Taiwan Educational Review Monthly, 9(10), 8-13.
Lin, Y. H. (2015). An action research on the implementation of cooperative learning in a seventh-grade English class in a junior high school (id: 103FCU05055009) [Master’s thesis, Feng Chia University].
Liou, J. R., Chang, M. C., & Wang, Y. H. (2019). Effects of water-saving education in Taiwan on public water knowledge, attitude, and behavior intention change. Water Policy, 21(5), 964-979.
Liu, E., Liu, C., Yang, Y., Guo, S., & Cai, S. (2018, December). Design and implementation of an augmented reality application with an English Learning Lesson. Paper presented at the 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, Australia.
Liu, T. Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
Lu, S. J., & Liu, Y. C. (2014). Integrating augmented reality technology to enhance children’s learning in marine education. Environmental Education Research, 21(4), 525-541.
Luciani, M., Campbell, K., Tschirhart, H., Ausili, D., & Jack, S. M. (2019). How to design a qualitative health research study. Part 1: Design and purposeful sampling considerations. Professioni infermieristiche, 72(2), 152-161.
Luna, J., Treacy, R., Hasegawa, T., Campbell, A., & Mangina, E. (2018). Words worth
learning-Augmented literacy content for ADHD students. IEEE Games, Entertainment, Media Conference, 1-9.
Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85–139.
Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
McLeod, S. A. (2019). Qualitative vs. quantitative research. Simply Psychology. Retrieved from https://www.simplypsychology.org/qualitative-quantitative.html
Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12), 1321-1329.
Ministry of Education, Taiwan. (2008). General guidelines of grades 1-9 curriculum for elementary and junior high school education. https://cirn.moe.edu.tw/Upload/file/36/67053.pdf
Ministry of Education, Taiwan. (2018). Curriculum guidelines of 12-Year basic education. https://www.naer.edu.tw/ezfiles/0/1000/img/67/151760851.pdf
Mohajan, H. K. (2020). Quantitative research: A successful investigation in natural and social sciences. Journal of Economic Development, Environment and People, 9(4), 50-79.
Nightingale, A. J. (2009). Triangulation. In N. Thrift & R. Kitchin (Eds.), International encyclopedia of human geography (pp. 489-492). Oxford University Press.
Nijhawan, L. P., Janodia, M. D., Muddukrishna, B. S., Bhat, K. M., Bairy, K. L., Udupa, N., & Musmade, P. B. (2013). Informed consent: Issues and challenges.Journal of Advanced Pharmaceutical Technology & Research,4(3), 134-140.
Pathak, A., & Intratat, C. (2012). Use of semi-structured interviews to investigate teacher perceptions of student collaboration. Malaysian Journal of ELT Research, 8(1), 1-10.
Pérez-López, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology-TOJET, 12(4), 19-28.
Pole, K. (2007). Mixed method designs: A review of strategies for blending quantitative and qualitative methodologies. Mid-Western Educational Researcher, 20(4), 35-38.
Rahman, M. S. (2020). The advantages and disadvantages of using qualitative and quantitative approaches and methods in language “testing and assessment” research: A literature review. Journal of Education and Learning, 6(1), 102-112.
Redondo, B., Cózar-Gutiérrez, R., González-Calero, J. A., & Sánchez Ruiz, R. (2020). Integration of augmented reality in the teaching of English as a foreign language in early childhood education. Early Childhood Education Journal, 48(2), 147-155.
Rozi, I. F., Larasati, E., & Lestari, V. A. (2021, Feburary 26-28). Developing vocabulary card base on augmented reality (AR) for learning English. IOP Conference Series: Materials Science and Engineering, 1073(1), 1-6.
Sahin, D., & Yilmaz, R. M. (2020). The effect of augmented reality technology on middle school students' achievements and attitudes towards science education. Computers & Education, 144, 1-11.
Sailer, M., Murböck, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology?.Teaching and Teacher Education,103, 1-13.
Sanders, S. (2019). A brief guide to selecting and using pre-post assessments. American Institutes for Research,National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth. https://files.eric.ed.gov/fulltext/ED604574.pdf
Santos, M. E. C., Lubke, A. I. W., Taketomi, T., Yamamoto, G., Rodrigo, M. M. T., Sandor, C., & Kato, H. (2016). Augmented reality as multimedia: the case for situated vocabulary learning. Research and Practice in Technology Enhanced Learning, 11(1), 1-23.
Schanzenbach, D. W. (2012). Limitations of experiments in education research. Education Finance and Policy, 7(2), 219-232.
Shui, G. Y. (2013). The influence of water resources conserving teaching plan on the third-grade and fifth-grade students’ knowledge, attitude and behavior of water resources conserving (id: 101DYU01031037) [Master’s thesis, Dayeh University].
Singhal, S., Bagga, S., Goyal, P., & Saxena, V. (2012). Augmented chemistry: Interactive education system. International Journal of Computer Applications, 49(15), 1-5.
Solak, E., & Cakır, R. (2017). Investigating the role of augmented reality technology in the language classroom, Croatian Journal of Education, 18(4), 1067-1085.
Taskiran, A. (2018). The effect of augmented reality games on English as foreign language motivation. E-Learning and Digital Media, 16(2), 122-135.
Tsai, C. (2020). The effects of augmented reality to motivation and performance in EFL vocabulary learning. International Journal of Instruction, 13(4), 987-1000.
Tsai, Y. M. (2013). Influence of multimedia teaching of water resources issues on primary school senior student’s learning effectiveness (id: 101LU005148006) [Master’s thesis, University of Kang Ning].
United Nations General Assembly. (2015). Sustainable development goals. United Nations Sustainable Develpoment. https://www.un.org/sustainabledevelopment/sustainable-development-goals/
Wang, C. M. (2000), Concepts of water resources education. Journal of Water Resources Management, 5, 63-70.
Wang, C. J. (2012). A correlation study of teachers’ water education and elementary graders’ knowledge ,attitude and behavior of water resource -the example of four elementary schools at Shihmen Reservoir area in Hsin-Chu county (id: 100NHCT5476012) [Master’s thesis, National Hsinchu University of Education].
Wang, Y., Chang, M., & Liou, J. (2019). Effects of water-saving education in Taiwan on public water knowledge, attitude, and behavior intention change. Water Policy, 21(5), 964-979.
Wei, Y. Y. (2021). The Effects of applying digital storytelling in project-based learning on fifth-grade students’ learning in water resources conservation (id: 109NTPT0620004) [Master’s thesis, National Taipei University of Education].
Wen, Y. (2020). Augmented reality enhanced cognitive engagement: Designing classroom-based collaborative learning activities for young language learners. Educational Technology Research and Development, 69(2), 843-860.
Wolff, B., Mahoney, F., Lohiniva, A. L., & Corkum, M. (2019). Collecting and analyzing qualitative data. In Rasmussen, S.A. & Goodman, R.A. (Eds.), The CDC Field Epidemiology Manual (pp. 213-228). Oxford University Press. https://www.cdc.gov/eis/field-epi-manual/chapters/qualitative-data.html
Wu, H. K., Lee, S. W. Y., Chang, H.Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49.
Wu, S. M. (2004). The practice of water resource conservation teaching activity in elementary school and research on its effectiveness (id: 092NTCTC587031) [Master’s thesis, National Taichung University of Education].
Yeh (2020). Problems and solutions of environmental education in primary and secondary schools. Taiwan Education Review Monthly. 9 (6), 121-127.
Yilmaz, R. M., Kucuk, S., & Goktas, Y. (2017). Are augmented reality picture books magic or real for preschool children aged five to six? British Journal of Educational Technology, 48(3), 824-841.
Zahid, M., & Khanam, A. (2019). Effect of reflective teaching practices on the performance of prospective teachers. Turkish Online Journal of Educational Technology, 18(1), 32-43.
Zhao, Y. K. (2019). Exploring the impact of scientific board game role-playing on learning effectiveness: A case study of water resources adaptation (id: 107NTNU5231009) [Master’s thesis, National Taiwan Normal University].
Zhou, F., Duh, H. L., & Billinghurst, M. (2008, September 15-18 ). Trends in augmented reality tracking, interaction and display: A review of ten years in ISMAR. Paper presented at the Seventh IEEE/ACM International Symposium on Mixed and Augmented Reality, Cambridge, UK.