擴增實境結合桌上遊戲有助於輔助學生學習化學家歷史及其相關研究，運用遊戲式學習不但能提高學生學習動機，也可以增加他們遊戲時所投入的程度，並且提高學習成效。本研究開發一款擴增實境結合桌上遊戲之行動載具遊戲「AR化學史」，此教學系統整合擴增實境、鷹架教學理論及合作問題解決情境的遊戲式學習系統，讓學生在遊戲體驗的過程中，搭配桌遊卡牌以及擴增實境所給予的各種線索作為鷹架，進行合作問題解決活動以達成遊戲任務。本研究從實徵分析中探討學習成效、心流狀態、接受度以及關鍵的學習行為次數。本研究之研究對象為35位台灣北部某高中學生。研究結果顯示，學生在使用本遊戲進行學習後，學習成效達到顯著進步效果。在心流狀態、接受度的各項維度皆高於中位數。研究發現，遊戲過程中在不同性別的學習者的心流、成效與接受度上皆無顯著差異。在行為次數部分，分析使用者AR行為分別為掃描卡牌牌次數、網頁觀看次數，學習者組別在心流的部分維度有達到顯著差異。
另外，本研究也初步分析心流狀態、接受度、學習成效與行為歷程各維度間彼此的關聯，並提出相關的研究與教學實務的建議。

Augmented reality provides learners with immediate scaffolding and guided information, which may help chemistry instruction. Integrating augmented reality and board games can provide scaffolding and interaction simultaneously as a collaborative problem solving task. This may help assist learners’ chemistry learning and promote their attention and motivation in learning. This study developed an augmented reality board game “AR Chemistry History©,” a mobile learning system that integrated augmented reality, scaffolding theories, and collaborative problem solving contexts. In this game, the students needed to complete missions in collaborative problem solving activities based on the clues from game cards and augmented reality as scaffolding. This empirical study analyzed learners’ learning effectiveness, flow, acceptance, and frequency of their critical learning behaviors. Thirty-five senior high school students in northern Taiwan participated in this study. The results showed that the students’ learning effectiveness improved after using the game. The score of each dimension of their flow and acceptance was above the median, showing a certain degree of involvement. Moreover, no significant difference was found between male and female learners in their flow, effectiveness, and acceptance. As for the frequency of behaviors, the study analyzed AR users’ behaviors of card scanning and website viewing. The results showed that some dimensions of flow indicated significant differences between high/low viewing frequency learner groups.
In addition, the study preliminarily analyzed the correlation among flow, acceptance, and learning effectiveness.

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