教學媒體在教育現場中扮演重要的輔助角色，因此讓學生具有學習動機前提之下，進而產生有意義的學習便顯得十分重要。 本研究針對國小高年級社會領域，以擴增實境技術建構的學習情境，輔助學生進行世界景點學習。主要探討學生進行社會領域擴增實境輔助學習之使用滿意度與學習成效之相關研究。 本研究採準實驗法，以嘉義縣某國小36 位六年級學生為研究對象，進行世界景點知識測驗之前測，接著讓學生使用社會領擴增實境輔助學習，再進行世界景點知識測驗之後測，並填寫「ARCS 動機量表問卷」與「世界景點AR 使用滿意度問卷」，將其所得資料進行統計檢定。 其結果顯示在社會領域使用擴增實境輔助學習，可提升學習成效，而且使用者的滿意度呈現性別上的顯著差異，不僅如此學習成效、學習動機、使用者滿意度皆有正向相關。 Teaching media plays an important supporting role in the education field. Therefore, it is very important for students to have a motivation to learn and then make meaningful learning. This study aims at the elementary school high-grade social field, and uses augmented reality technology to construct the learning situation, assisting students to study the world's attractions. The study mainly focuses on the students' satisfaction and learning effectiveness with the augmented reality aid learning in social field. This study adopted the quasi-experiment method, taking 36 6th-grade students in an elementary school of Chiayi County as the research object, to conduct the pre-test on the knowledge of the world's attractions, and then enabled the students to use augmented reality in the social field to assist study, and finally conducted the post-test on the knowledge of the world's attractions. In addition, the objects filled in the ＂ARCS motivation questionnaire＂ and ＂Satisfaction Questionnaire on the use of the world's attractions＂. The data obtained are for statistical verification. The results show that augmented reality aid learning in the social field can improve learning effectiveness, and user satisfaction shows a significant gender difference. Not only that, learning effectiveness, learning motivation, and user satisfaction have positive correlations.
