藝術教育家指出，美感教育對於學生的審美觀及心理發展有很重要的影響，尤其水墨畫是中華文化的傳統藝術，更有著非凡的文化及歷史意義；然而，國小水墨課學習時數少，學生不易深入瞭解其背後的文化及美學價值，因而缺乏動機，在實地參訪時不易產生自我文化的認同感。許多研究指出，科技融入學習模式可以讓教學不再侷限於傳統單向的知識傳遞，而多了更多的互動與樂趣。因此，本研究嘗試結合擴增實境行動學習模式於藝術欣賞課程，來提升學生的學習動機，進而讓他們能更深入地瞭解繪畫知識。本研究提出深層思考策略，並結合擴增實境技術來開發「清院版清明上河圖」水墨畫學習輔助系統；同時，規劃一個準實驗，來探討結合深層思考促進機制於擴增實境行動學習系統的學習模式對小學生在學習成效與學習動機之影響。研究結果顯示，本系統能顯著提升水墨畫課程的學習成效；然而，由於受限於行動載具的使用方式，學生在學習動機方面則有降低的現象。

Art educators indicated that aesthetic education has important effects on students’ aesthetic conceptions and mental development. Ink wash paintings are traditional arts in Chinese culture, with significant culture and historical meaning. However, the learning periods for ink wash painting in elementary schools are few. It is difficult for students to understand the culture and aesthetic value deeply; therefore, they lack learning motivation and are hard to create a sense of identity for cultures while having in-field trips. Many studies pointed out that technology-enhanced learning mode can allow education to be limited in traditional one-way knowledge transfer and hence more interactions and interests are developed. Therefore, in this study, it was attempted to combine augmented reality (AR) mobile learning mode in artistic appreciation courses to promote students’ learning motivation and hence let them gain painting knowledge more in-depth. A deep thinking strategy was proposed in this study and augmented reality technology was used and combined to develop Along the River During the Qingming Festival ink wash painting appreciation learning system. Meanwhile, a quasi-experiment was designed to explore the effects of such a learning mode on elementary school students’ learning effects and learning motivation. The research results showed that the system can significantly improve the students’ appreciation learning effects; however, owing to the inconvenience of using AR applications on mobile devices, their learning motivation was decreased.

中文部分
王其敏（1997）。視覺創意－思考與方法。新北市：正中書局。
邱于倫（2012）。國民中學水墨教學實驗研究。國立台灣藝術大學碩論，新北市。
杜敏（2015）。歷代《 清明上河圖》的繪畫特色。科教文匯，30，159-160。
李進士（2010）。國小六年級水墨畫教學研究─ 後現代視覺藝術創作理念之應用。屏東大學碩論，屏東市。
邱鈺婷（2014）。看圖說話：兒童對《 秋庭戲嬰圖》 之解讀與藝術教育啟示。南華大學美學與視覺藝術學刊，6，23-36。
李霖燦（1983）。中國畫史研究論集第一冊。新北市：台灣商務印書館。
李霖燦（2006）。藝術欣賞與人生（P.10）。台北：雄獅圖書股份有限公司。
林銘煌、艾序繁（2009）。產品的審美判斷與符號意涵-以 Swatch 及其近似產品為例。設計學報 (Journal of Design)， 9 (1)。
國立故宮博物院（1988）。五千年神遊眼福，84-89。
張國恩、宋曜廷、于文正（2006）。行動載具在博物館學習的應用：促進 「人-機-境」互動的設計。博物館學季刊，20，17-35。
張德文（1984）。古畫評鑑之研究。師大學報，29，692-747。
教育部（2010）。國民中小學九年一貫課程綱要：藝術與人文學習領域。教育部。
教育部（2011）。中小學國際教育白皮書。教育部。
教育部（2015）。十二年年國民基本教育藝術領領域課程綱要草案。教育部。
陳榮華、邱維城、王秀雄、盧欽銘、范德鑫（1981）。我國國民中小學生美術性向之研究。師大學報，26，279-303。
陳韻如（2013）。張擇端《清明上河圖》的畫意新解。國立臺灣大學美術史研究集刊，(34)，43-90。
黃文樹（2015）。幼兒園美感教育，108-109。台北市：獨立作家出版社。
黃光男（2008）。透視水墨畫教育。書畫藝術學刊，(4)，1-19。
黃美賢（2012）。博物館多媒體之設計─以國立故宮博物院為例。美育雙月刊，189，88-95 。
黃秉儀（2006）。藝術伴我行。美育雙月刊，150，44-48。
楚戈（1986）。審美生活，215-217。台北市：爾雅出版社。
葉玉珠（2002）。高層次思考教學設計的要素分析。國立中山大學通識教育學報，創刊號，75-101。
董作賓（1977）。董作賓先生全集。藝文印書舘。
蔣勲（1986）。美的沉思：中國藝術思想芻論。台北：雄獅圖書股份有限公司。
蕭瓊瑞（1992）。《清明上河圖》畫名意義的再認識。成功大學歷史學報，18，121-151。
謝朝鐘（2008）。美學與藝術教育。大葉大學通識教育學報，2， 145-156。
譚詳安、吳蔚茂（2012）。博物館多媒體互動導覽指南之開發用以學習視覺藝術欣賞與評論。國際藝術教育學刊，1（10），81-97。
蘇振明（1992）。從鑑賞導向創作──兒童美術鑑賞教學研究（上）。美育月刊，21，29-40。
蘇雅慧（2008）。我們需要什麼樣的美育？美感教育與藝術教育的相對。美育思維，58-68。

英文部分
Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual Environments, 6(4), 355-385.
Barkan, M. (1970). Guidelines: Curriculum development for aesthetic education.
Bitter, G., & Corral, A. (2014). The pedagogical potential of augmented reality apps. Journal of Engineering Science Invention ISSN (Online), 2319, 13-17.
Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L., & Lee, C. M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71, 185-197.
Chang, Y. L., Hou, H. T., Pan, C. Y., Sung, Y. T., & Chang, K. E. (2015). Apply an Augmented Reality in a Mobile Guidance to Increase Sense of Place for Heritage Places. Educational Technology & Society, 18(2), 166-178.
Chapman, M. V., Hall, W. J., Colby, R., & Sisler, L. A. (2014). How images work: An analysis of a visual intervention used to facilitate a difficult conversation and promote understanding. Qualitative Social Work, 13(4), 456-476.
Carmigniani, J., Furht, B., Anisetti, M., Ceravolo, P., Damiani, E., & Ivkovic, M. (2011). Augmented reality technologies, systems and applications. Multimedia tools and applications, 51(1), 341-377.
Castañeda, D. A., & Cho, M. H. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugating Spanish verbs. Computer Assisted Language Learning, 29(7), 1195-1204.
Chen, C. H., & Hwang, G. J. (2017). Effects of the Team Competition-Based Ubiquitous Gaming Approach on Students’ Interactive Patterns, Collective Efficacy and Awareness of Collaboration and Communication. Educational Technology & Society, 20(1), 87-98.
Chen, Y. S., Kao, T. C., & Sheu, J. P. (2003). A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19(3), 347-359.
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, K. H., & Tsai, C. C. (2016). The interaction of child–parent shared reading with an augmented reality (AR) picture book and parents' conceptions of AR learning. British Journal of Educational Technology, 47(1), 203-222.
Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). Students' online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97-108.
Chapman, M. V., Hall, W. J., Colby, R., & Sisler, L. A. (2014). How images work: An analysis of a visual intervention used to facilitate a difficult conversation and promote understanding. Qualitative Social Work, 13(4), 456-476.
Chou, M. J. (2017). Board Games Play Matters: A Rethinking on Children’s Aesthetic Experience and Interpersonal Understanding. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2405-2421.
Chu, H. C. (2014). Potential Negative Effects of Mobile Learning on Students' Learning Achievement and Cognitive Load-A Format Assessment Perspective. Educational Technology & Society, 17(1), 332-344.
Chu, H. C., Hwang, G. J., & Tsai, C. C. (2010). A knowledge engineering approach to developing Mindtools for context-aware ubiquitous learning. Computers & Education, 54(1), 289-297.
Cook, B. R., & Babon, A. (2017). Active learning through online quizzes: better learning and less (busy) work. Journal of Geography in Higher Education, 41(1), 24-38.
Damala, A., Cubaud, P., Bationo, A., Houlier, P., & Marchal, I. (2008) Bridging the gap between the digital and the physical: design and evaluation of a mobile augmented reality guide for the museum visit. Proceedings of the 3rd international conference on Digital Interactive Media in Entertainment and Arts (pp. 120-127).
Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586-596.
Degener, S., & Berne, J. (2016). Complex Questions Promote Complex Thinking. The Reading Teacher. DOI: 10.1002/trtr.1535
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
Feldman, E. B. (1970). Becoming human through art: Aesthetic experience in the school. Prentice Hall.
Gallimore, R., & Tharp, R. (1990). Teaching mind in society: Teaching, schooling, and literate discourse. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp.175-205). Cambridge: Cambridge University Press.
Hashem, A. M., Waltzman, J. T., D’Souza, G. F., Cakmakoglu, C., Tadisina, K. K., Kenkel, J. M., & Zins, J. E. (2017). Resident and program director perceptions of aesthetic training in plastic surgery residency: an update. Aesthetic surgery journal, 37(7), 837-846
Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using Short Message Service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66-81.
Ho, T. K.-L., & Lin, H.-S. (2015). A web-based painting tool for enhancing student attitudes toward learning art creation. Computers & Education, 89, 32-41.
Hou, H. T., Wu, S. Y., (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57, 1459–1468.
Hsu, T. C. (2017). Learning English with Augmented Reality: Do learning styles matter? Computers & Education, 106, 137-149.
Hsu, Y. C., Ho, H. N. J., Tsai, C. C., Hwang, G. J., Chu, H. C., Wang, C.Y., & Chen, N. S. (2012). Research trends in technology-based learning from 2000 to 2009: A content analysis of publications in selected journals. Journal of Educational Technology & Society, 15(2), 354.
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.
Hung, I. C., Yang, X. J., Fang, W. C., Hwang, G. J., & Chen, N. S. (2014). A context-aware video prompt approach to improving students' in-field reflection levels. Computers & Education, 70, 80-91.
Hung, P. H., Hwang, G. J., Lee, Y. H., Wu, T. H., Vogel, B., Milrad, M., & Johansson, E. (2014). A Problem-based Ubiquitous Learning Approach to Improving the Questioning Abilities of Elementary School Students. Educational Technology & Society, 17(4), 316-334.
Hung, P. H., Hwang, G. J., Lin, Y. F., Wu, T. H., & Su, I. H. (2013). Seamless Connection between Learning and Assessment-Applying Progressive Learning Tasks in Mobile Ecology Inquiry. Educational Technology & Society, 16(1), 194-205.
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031.
Hwang, G. J., Hung, C. M., & Chen, N. S. (2014). Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach. Educational Technology Research and Development, 62(2), 129-145.
Hwang, G. J., & Lai, C. L. (2017). Facilitating and Bridging Out-Of-Class and In-Class Learning: An Interactive E-Book- Based Flipped Learning Approach for Math Courses. Educational Technology & Society, 20 (1), 184-197.
Hwang, G. J., Kuo, F. R., Yin, P. Y., & Chuang, K. H. (2010). A heuristic algorithm for planning personalized learning paths for context-aware ubiquitous learning. Computers & Education, 54(2), 404-415.
Hwang, G.J., Wu, P.H. and Ke, H.R. (2011). An interactive concept map approach to supporting mobile learning activities for natural science courses. Computers & Education, 57(4), 2272-2280.
Iared, V. G., Oliveira, H. T. D., & Reid, A. (2017). Aesthetic experiences in the Cerrado (Brazilian savanna): contributions to environmental education practice and research. Environmental Education Research, 1-18.
Irawati, S., Hong, S., Kim, J., & Ko, H. (2008, December). 3D edutainment environment: learning physics through VR/AR experiences. Proceedings of the 2008 International Conference on Advances in Computer Entertainment Technology (pp. 21-24). ACM.
Kant, I., & Pluhar, W. S. (1987). Critique of judgment. Hackett Publishing.
Kao, G. Y. M., Chiang, C. H., & Sun, C. T. (2017). Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity. Computers & Education, 113, 294-312. doi:10.1016/j.compedu.2017.05.022
Kim, S. K., Kang, S. J., Choi, Y. J., Choi, M. H., & Hong, M. (2017). Augmented-Reality Survey: from Concept to Application. KSII Transactions on Internet & Information Systems, 11(2).
Klopfer, E., & Sheldon, J. (2010). Augmenting your own reality: Student authoring of science‐based augmented reality games. New Directions for Student Leadership, 2010(128), 85-94.
Klopfer, E., & Squire, K. (2008). Environmental Detectives- the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.
Knoll, M. (2012). "I had made a mistake": William H. Kilpatrick and the Project Method. Teachers College Record, 114(2), 1-45.
Koh, K. H., Tan, C., & Ng, P. T. (2012). Creating thinking schools through authentic assessment: The case in Singapore. Educational Assessment, Evaluation and Accountability, 24(2), 135-149.
Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning time on students’ conception of collaboration, communication, complex problem-solving, meta-cognitive awareness and creativity. International Journal of Mobile Learning and Organisation, 8(3), 276-291.
Leder, H., Belke, B., Oeberst, A., & Augustin, D. (2004). A model of aesthetic appreciation and aesthetic judgments. British journal of psychology, 95(4), 489-508.
Li, P., & Mei, Y. (2017). The Aesthetic Thought of Competitive Sports and the Value Study of Aesthetic Education in Health Education. Eurasia Journal of Mathematics Science and Technology Education, 13(8), 5115-5121.
Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y., & Tsai, C. C. (2013). An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314-321.
Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
López-Sintas, J., García-Álvarez, E., & Pérez-Rubiales, E. (2012). The unforgettable aesthetic experience: The relationship between the originality of artworks and local culture. Poetics, 40(4), 337-358.
Lord, A. Y., Chen, M. P., Cheng, Y. Y., Tai, K. C., & Pan, W. H. (2017). Enhancing nutrition-majored students’ reflective judgment through online collective reflection. Computers & Education. 114, 298-308.
Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76-85.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University press.
McCall, R., Wetzel, R., Löschner, J., & Braun, A. K. (2011). Using presence to evaluate an augmented reality location aware game. Personal and Ubiquitous Computing, 15(1), 25-35.
McCrae, & Robert,R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52(6), 1258-1265.
Milgram, P., & Kishino, F. (1994). A Taxonomy of Mixed Reality Visual Displays (Special Issue on Networked Reality). IEICE transactions on information and systems, 77(12), 1321-1329.
Østergaard, E. (2017) Earth at Rest. Aesthetic Experience and Students' Grounding in Science Education. SCIENCE & EDUCATION, 26(5) , 557-582
Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). MI: National Center for Research to Improve Postsecondary Teaching and Learning. (ERIC Document Reproduction Service No. ED 338122)
Pence, H. E. (2010). Smartphones, smart objects, and augmented reality. The Reference Librarian, 52(1-2), 136-145.
Reynolds, R.,Walker, K. & Speight, C. (2010).Web-based museum trails on PDAs for university-level design students: design and evaluation. Computers & Education, 55(3), 994-1003.
Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305-310.
Savoie, A. (2017). Aesthetic experience and creativity in arts education: Ehrenzweig and the primal syncretistic perception of the child. Cambridge Journal of Education, 47(1), 53-66.
Sharples, M., Arnedillo-Sánchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning. Technology-enhanced learning (pp. 233-249). Springer, Dordrecht.
Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings of mLearn, 1(1), 1-9.
Shih, J. L., Hwang, G. J., Chu, Y. C., & Chuang, C. W. (2011). An investigation-based learning model for using digital libraries to support mobile learning activities. The Electronic Library, 29(4), 488-505.
Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers & Education, 79, 59-68.
Stoneman, E. (2017). “Beauty cajoles”: Friedrich Schiller and the Aesthetic Education of Rhetoric. Rhetoric Society Quarterly, 47(2), 180-205.
Su, C. H., & Cheng, C. H. (2014). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning.
Sung, H. Y., Hwang G. J., & Chang, C. Y. (2016). Development of a mobile learning system based on a collaborative problem-posing strategy. Interactive Learning Environments, 24(3), 456-471.
Tan, A. L., Tan, S. C., & Wettasinghe, M. (2011). Learning to be a science teacher: reflections and lessons from video-based instruction. Australasian Journal of Educational Technology, 27(3), 446-462.
Udall, A. J., & Daniels, J. E. (1991). Creating the Thoughtful Classroom: Strategies To Promote Student Thinking. Grades 3-12. Zephyr Press, 3316 N. Chapel Ave., PO Box 13488-F, Tucson, AZ 85732-3448.
Vygotsky, L.S. (1978).Mind in society: The development of higher psychological process(M. Cole, V. John-Steiner, S. Scribner and E. Souberman, eds.). Cambridge, MA: Harvard University Press.
Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference‐matching on flow experience and programming performance in game‐based learning. Innovations in Education and Teaching International, 47(1), 39-52.
Wang, Y. H. (2017). Exploring the effectiveness of integrating augmented reality-based materials to support writing activities. Computers & Education.113, 162-176
Wei, X., Weng, D., Liu, Y., & Wang, Y. (2015). Teaching based on augmented reality for a technical creative design course. Computers & Education, 81, 221-234.
Wu, C.H., Hwang, G.J., Kuo, F.R. and Huang, I. (2013). A Mindtool-based collaborative learning approach to enhancing students’ innovative performance in management courses. Australasian Journal of Educational Technology, Vol. 29, No. 1, pp.128–142.
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. doi: 10.1016/j.compedu.2012.10.024
Wu, P. H., Hwang, G. J., & Tsai, W. H. (2013). An Expert System-based Context-Aware Ubiquitous Learning Approach for Conducting Science Learning Activities. Educational Technology & Society, 16(4), 217-230.
Yilmaz, R. M., & Goktas, Y. (2017). Using augmented reality technology in storytelling activities: examining elementary students’ narrative skill and creativity. Virtual Reality, 2(21), 75-89.