隨著行動設備的普及與新興科技的發展，許多學者已嘗試使用行動科技來提升學生的學習成效及態度。由於使用行動設備進行學習時，可以不受時空的限制，因此能幫助學生將課本所學的知識與真實環境的現場情境連結；而擴增實境即是一種可以將所要學習的知識內容與真實學習目標整合的一種技術。另外，學者也指出，進行行動學習時，若無有效的學習策略從旁協助，成效可能不如預期；因此，本研究將「擴增實境」技術與「網路形成性評量」學習策略結合，應用行動學習活動中。為瞭解此學習策略之成效，本研究採用準實驗設計方法，將學生分為實驗組及控制組，針對國小四年級社會科鄉土課程單元進行實驗。實驗組使用結合網路形成性評量策略之擴增實境行動學習系統，控制組使用一般擴增實境行動學習系統。學習活動結束後，本研究比較了不同的學習模式對於學生在學習成效、學習動機、認知負荷及鄉土文化認同等方面的影響。

Due to the increasing popularity of mobile devices and the development of technology, many scholars have attempted to use mobile technology to increase students' achievement and attitude. While using mobile devices to learn, students would not be limited by time and space, which can help students combine those textbook knowledge and real lives scenarios. Besides, augmented reality is a technic that can combine the target knowledge content with real learning content. Moreover, scholars also pointed out that while using mobile learning, without proper learning strategies to guide, the effects might not be as good as expected. Therefore, in this study, an augmented reality technic and Web-based Assessment and Test Analysis were combined and applied in the mobile learning activity. To understand the effects of such a learning strategy, a quasi-experimental design was adopted. Fourth graders of an elementary school in Taiwan were divided into the experimental group and the control group to learn the local culture course. The students in the experimental group learned with the augmented reality mobile learning system with Web-based Assessment and Test Analysis while those in the control group learned with regular augmented reality mobile learning system. After the learning activity, the effects of two different learning models on students' learning achievements, motivation, local culture identity and cognitive load in this study would be compared.

參考文獻
[英文部分]
Azuma, R. T. (1997). A survey of augmented reality. Presence, 6(4), 355-385.
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. Computer Graphics and Applications, IEEE, 21(6), 34-47.
Brown. S. & Knight. P. (1994) Assessing Learners in Higher Education. London: Kogan Page.
Buchanan, T. (1998). Using the World Wide Web for formative assessment. Journal of Educational Technology Systenis, 27, 71-79.
Buchanan, T. (2000). The efficacy of a World‐Wide Web mediated formative assessment. Journal of Computer Assisted Learning, 16(3), 193-200.
Chan, T., Roschelle, J., Hsi, S., Kinshuk, K., Sharples, M., & Brown, T. (2006). One-to-one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29.
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.
Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624-645.
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. (2012). Affordances of augmented reality in science learning: suggestions for future research. Journal of Science Education and Technology, 1-14.
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054-1064.
Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). Students’ online interactive patterns in augmented reality-based inquiry activities. Computers & Education.
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., & Tseng, J. C. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers & Education, 55(4), 1618-1627.
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.
Costa, D. S., Mullan, B. A., Kothe, E. J., & Butow, P. (2010). A web-based formative assessment tool for Masters students: A pilot study. Computers & Education, 54(4), 1248-1253.
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. In Proceedings of the 3rd international conference on digital interactive media in entertainment and arts (pp. 120-127). New York, NY, USA: ACM.
Di Serio, A., 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.
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.
Gardner, L., Sheridan, D., & White, D. (2002). A web‐based learning and assessment system to support flexible education. Journal of Computer Assisted Learning, 18(2), 125-136.
Gipps, C. V. (2005). What is the role for ICT-based assessment in universities? Studies in Higher Education, 30(2), 171-180.
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, P. H., Chen, N. S., & Liu, G. Z. (2014). Mindtool-Assisted In-Field Learning (MAIL): an advanced ubiquitous learning project in Taiwan. Journal of Educational Technology & Society, 17(2), 4-16.
Hwang, G. J., Tsai, C. C., & Yang, Stephen. J. H (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Journal of Educational Technology & Society, 11(2), 81-91.
Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013), A concept map-embedded educational computer game for improving students’ learning performance in natural science courses. Computers & Education, 69, 121-130.
Joo, K. H., & Kim, S. H. (2009). Development and application of an efficient ubiquitous teaching and learning model. ICACT 2009, 11th International Conference on Advanced Communication Technology, 3, 2165-2168.
Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games. Cambridge, MA: MIT Press.
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.
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556.
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.
Mulloni, A., Wagner, D., & Schmalstieg, D. (2008, September). Mobility and social interaction as core gameplay elements in multi-player augmented reality. In Proceedings of the 3rd international conference on Digital Interactive Media in Entertainment and Arts (pp. 472-478). ACM.
Ogata, H., & Yano, Y. (2004). Context-aware support for computer-supported ubiquitous learning. In Wireless and Mobile Technologies in Education, 2004. Proceedings. the 2nd IEEE International Workshop on (pp. 27-34). IEEE.
Peat, M., & Franklin, S. (2002). Supporting student learning: the use of computer–based formative assessment modules. British Journal of Educational Technology, 33(5), 515-523.
Pence, H. E. (2010). Smartphones, smart objects, and augmented reality. The Reference Librarian, 52(1-2), 136-145.
Peng, H., Chuang, P. Y., Hwang, G. J., Chu, H. C., Wu, T. T., & Huang, S. X. (2009). Ubiquitous Performance-support System as Mindtool: A Case Study of Instructional Decision Making and Learning Assistant. Educational Technology & Society, 12(1), 107-120.
Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education, 34(3), 177-193.
Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. In Augmented Reality Toolkit, The First IEEE International Workshop (pp. 8-pp). IEEE.
Song, Y., Wong, L. H., & Looi, C. K. (2012). Fostering personalized learning in science inquiry supported by mobile technologies. Educational Technology Research and Development, 60(4), 679-701.
Squire, K. D., & Jan, M. (2007). Mad City Mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5-29.
Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. The journal of the learning sciences, 16(3), 371-413.
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, Y. T., Chang, K. E., Hou, H. T., & Chen, P. F. (2010). Designing an electronic guidebook for learning engagement in a museum of history. Computers in Human Behavior, 26(1), 74-83.
Sung, H. Y., Hwang, G. J., Liu, S. Y., & Chiu, I. H. (2014). A prompt-based annotation approach to conducting mobile learning activities for architecture design courses. Computers & Education, 76, 80-90.
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, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategy: enhancing student achievement in Web‐based learning. Journal of Computer Assisted Learning, 22(3), 207-217.
Wang, T. H., Wang, K. H., Wang, W. L., Huang. S. C. & Chen, S. Y. (2004).Web-based Assessment and Test Analyses System: Development and Evaluation. Journal of Computer Assisted Learning, 20(1), 59-71.
Wilson, K., Boyd, C., Chen, L., & Jamal, S. (2011). Improving student performance in a first-year geography course: Examining the importance of computer-assisted formative assessment. Computers & Education, 57(2), 1493-1500.
Wu, P. H., Hwang, G. J., Su, L. H., & Huang, Y. M. (2012). A Context-Aware Mobile Learning System for Supporting Cognitive Apprenticeships in Nursing Skills Training. Educational Technology & Society, 15(1), 223-236.
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.
Zurita, G., & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education, 42(3), 289-314.
 
[中文部分]
郭生玉 (2000)。心理與教育測驗。台北：精華書局。
郭生玉 (2004)。教育測驗與評量。台北：精華書局。
張春興 (2007)。教育心理學：三化取向的理論與實踐(重修二版)。臺北市:東華。