程式設計在資訊教育中是重要的課程之一，然而程式抽象的概念與複雜的語法，對於初學者而言是相當困難的。為降低學生的學習困難，研究者開發一套擴增實境學習系統，將抽象的程式概念具體化。使用多個程式圖卡拼組，來觀察不同擴增實境的3D動畫結果，比較不同的拼組結果來學習程式的邏輯概念。為瞭解系統的可行性，本研究針對國小五年級學生，在資訊電腦課進行程式設計的教學，探討在不同的學習方式中，學生在程式設計的學習成就、學習動機、科技接受度與認知負荷會有什麼影響。經過三個星期的教學活動，研究結果表示，擴增實境學習有助於提升學生的程式設計學習成就，且能降低學生的認知負荷，並獲得學生高度的科技接受程度。另外，使用高互動擴增實境學習，配合拼組的方式學習，不僅能夠獲得較高的邏輯概念成績，更能有效提升的學習動機，並降低學習者的心智努力。這表示本研究所開發的擴增實境學習系統對於學生的學習是有正向的影響，若能配合這種拼組的學習方法，更能提升學生的學習表現。

Programming learning is one of the most important courses in computer science education. However, the abstract and complex concept of programming language is troublesome for beginners. To reduce the students’ learning difficulty, the researcher developed a set of augment reality (AR)-based instruction to make the programming concept tangible. The AR-based instruction enables the students to learn the logic concept of programming by combining multiple programing flashcards to observe and compare its different 3D animated effects. This study aims to investigate the feasibility of the learning system. The experiment was implemented at an elementary school with fifth graders across a three-week computer information courses to explore the influence of programming system on the students’ learning achievements, learning motivation, technology acceptance, and also cognitive load. The study results revealed that the AR-based instruction helped the students enhance their learning achievements, reduce the cognitive load, as well as acquire high degree of technology acceptance. Moreover, using high interactive AR-based instruction with the combination of puzzle cards made the learners gain higher scores in the programming tests of logic concept, increase their learning motivations, and also reduce the mental efforts. Therefore, this study concluded that the AR-based instruction had a positive impact on programming learning and the additional assembled learning approach can further promote the students’ leaning performance.

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