近年來，翻轉學習已逐漸成為全球重視的教學模式。翻轉學習強調學生在課前由講授影片中獲得原先在課堂中教師面授的知識；因此，在課堂中有更多的時間進行師生互動，包括解題、討論及實作。許多學者指出，這樣的學習方式能更有效地運用課堂時間，協助學生解決學習方面的問題，並提供更多高層次思考活動的機會。學者更進一步指出，若能夠配合更好的學習策略及工具，翻轉學習活動將有更好的效果。因此，本研究嘗試開發基於擴增實境操作學習系統，來支援翻轉課堂活動。為了探討這個系統的成效，本研究將這個模式應用於國小自然與生活科技的「磁力」單元活動中。參與實驗的對象為國小五年級四個班，共111名學生；其中兩個班為實驗組，兩個班為控制組。實驗組學生使用擴增實境操作引導之翻轉學習模式，控制組學生使用一般翻轉學習模式。由實驗結果顯示，結合擴增實境操作引導之翻轉學習模式，有助於提升學生的作品實作成績、學習動機、批判思考傾向及團體自我效能。

In recent years, flipped learning has received an increasing emphasis; it stresses that students can memorize and understand the knowledge through the instructional video recorded by teachers before the class, and hence more time is available for students to practice, apply knowledge and discuss in class. Many scholars have pointed out that such a learning approach can more efficiently use the time in class by engaging students in higher order thinking activities as well as interaction with peers and teachers. In the meantime, researchers have also indicated that leading in proper learning strategies or tools could further improve the students’ performance. Therefore, in this study, an AR-based learning guiding mode was proposed for developing a flipped learning system. To examine the effectiveness of the proposed approach, an experiment was conducted in a natural science learning activity of an elementary school using the developed system. The participants were four classes of 160 fifth graders. Two classes were assigned to the experimental group, while the others were the control group. The students in the experimental group used the AR-based flipped learning mode, while those in the control group learned with the conventional flipped learning mode. From the experimental results, it was found that the AR-based flipped learning mode significantly improved the students’ project outcomes, learning motivation, critical thinking tendency, and group efficacy.

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