本研究探討不同空間能力的高職土木與建築群學生透過不同學習工具(擴增實境系統、一般多媒體簡報)學習職業學校土木建築群測量實習課程綱要中的「角度測量」單元時，對學習成效、學習動機、認知負荷與學習模式的滿意度之影響。研究對象為臺灣北部、中部和南部各一所高級工業職業學校的土木建築群一年級及二年級學生為樣本，共228人參與本研究。每位學生接受相同的教學內容及教學活動。學習內容為職業學校土木建築群測量實習課程綱要中的「角度測量」單元，本研究採準實驗研究法，自變項包括空間能力、學習工具；依變項為學習動機問卷後測、學習成效測驗後測、認知負荷問卷及學習滿意度問卷，共變項為學習動機問卷前測、學習成效測驗前測。
本研究對象分為兩組，分別以一般多媒體數位教材及擴增實境進行教學實驗，實驗前先進行空間能力測驗等前測，並依據大學考試中心提供的結果報告書將學生分為高、中、低空間能力組，接著進行四節課的教學實驗，最後透過工程測量測驗前後測、學習動機前後測、認知負荷問卷及對於學習滿意度問卷分析擴增實境在工程測量課程中對不同空間能力的高職土木與建築群學生之影響。
研究結果發現，擴增實境有顯著提高各空間能力學生之學習成效；以學習動機而言，擴增實境也顯著提高各空間能力學生的自我效能與期望成功，低空間能力的擴增實境組學生之內在目標導向與工作價值優於僅以一般多媒體教材教學的學生；擴增實境也同時降低各空間能力學生的認知負荷，與提高學生的學習模式滿意度。

This study explores the effects of the use of different learning tools (augmented reality system and general multimedia presentation) on learning outcome, learning motivation, cognitive load and learning satisfaction while vocational high school students from civil engineering and architecture group with different spatial ability learning the unit of angular measurement in the measurement practice curriculum guidelines of civil engineering and architecture group. The study was conducted on samples of first- and second-year vocational high school students from civil engineering and architecture group, and there are a total of 228 participants who come from one of these vocational schools located in the northern, central and southern Taiwan. Each student receives the same teaching content and teaching activities except the learning tools. This study adopts a quasi-experimental research design. The independent variables include spatial ability and learning tools while the dependent variables are the results from learning motivation questionnaire and the learning outcome posttest, cognitive load questionnaire and learning satisfaction questionnaire. The covariate variables of the study are the pretest result of learning motivation questionnaire and learning outcome.
The research subjects are separated into two groups, and they were taught respectively by augmented reality system and general multimedia presentation. Before the experiment, the spatial ability test and other pretests are performed by each participating student, and the students’spatial ability are divided into high, medium, and low according to the reports provided by the Taiwan College Entrance Examination Center. Four-course teaching experiment then had been carried out before all the posttests were given. The objective of the study is to compare the effects of different learning tools on students with different spatial abilities in terms of their learning outcome, motivation, cognitive load, and satisfaction.
The research results show that learning outcome of students with different spatial ability levels is significantly better when using augmented reality system. From the point of view of learning motivation, augmented reality also effectively improves self-efficacy for learning, performance for success and expectancy for success of students with different spatial ability levels. Intrinsic goal orientation and task value of students with low spatial ability in augmented reality group performed better than students in general multimedia presentation group. Moreover, augmented reality also decreases students’ cognitive load and increases students’ learning satisfaction.

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