早期的混合式學習是指面對面的傳統學習與網路學習(E-learning)相結合。透過網絡，教師和學生可以更靈活地安排學習時間。由於新興科技進步，混合式學習的學習環境可以將真實的學習環境與多媒體學習教材相融合，並且整合多樣的多媒體技術與不同的學習方法。有研究指出了解混合式學習中的元素所扮演的角色以及元素之間的關聯性，並利用概念性的架構可以組合出有效或是更有意義的混合式學習教學策略。因此利用活動理論為架構來設計混合式學習教學活動，在教育研究中是一個重要的課題。
目前，在國小自然科教學中，在有關3D或抽象概念的課程，以平面教材來傳達是無法完整呈現空間視覺化概念。亦有研究指出，兒童的心智成長除了依靠兒童認知發展水準，另一方面要仰賴兒童與環境互動的性質，因此，教師可配合兒童的發展水準，提供刺激學習之學習活動。以合適的科技將教學內容與教學環境做結合，以提升學生的學習成效。近年來，擴增實境(Augmented Reality, AR)技術是一個新的電腦視覺化學習工具，並可將虛擬物件整合到真實環境，也為學習者帶來新的學習體驗。然而，許多研究指出，將科技導入於混合式學習時需要考慮設計者或老師的課程規劃。因此，本研究設計一個以使用者為中心的活動系統流程模型，並根據活動系統設計模型將擴增實境科技導入混合式學習，並實作擴增實境混合式學習系統(Augmented Reality-based Blended Learning，ARBL)。學生可以在混合式學習的環境下，經由擴增實境教材與真實環境進行學習體驗。
本研究的教學實驗分為實驗組有57位國小學童利用擴增實境混合式學習進行學習活動，對照組有52位學童使用傳統混合式學習。實驗教學後發放問卷用以了解使用本系統後之感受，並以學習評量來探討兩種學習方法對學生的學習成效之影響，從學習評量與問卷發現，使用ARBL學習系統學習的學生，在學習成效與學習態度上，都明顯優於傳統混合式學習的學生。實驗後訪談也顯示學生喜歡此次利用ARBL系統來進行的實驗活動，並對這次學習課程非常感興趣，學生也認為本研究所提出之ARBL學習系統是一個有用的電腦輔助學習工具。此外，基於活動理論所提出的活動系統流程模型，以ARBL學習活動為基於教學需求所實作之學習系統，經由教學實驗後發現老師與學生皆有正向的回饋。以本研究所規劃的流程模型可為往後的課程設計者、教師或研究者提供可參考或依循的擴增實境混合式學習之活動設計模型。

The early blended learning refers to the face-to-face traditional learning that combined E-learning in order for the teachers and students to arrange the learning time flexibly through the networks. Since learning environments have the support of the innovational technology, blended learning environments could integrate the physical learning methods with multimedia learning materials, which combines the use of technology with the traditional teaching methods and offers a potential for teachers and students to meet the requirements of learning flexibility and innovation. Some studies have pointed out that to understand the roles played by the teaching elements and the interrelationship among them, and further using conceptualized frameworks in blended learning could generate more effective and meaningful blended learning strategies. Therefore, the use of the Activity Theory (AT) as a framework to structure the design of blended learning activities is an important issue in education research.
Today, the natural science courses in elementary schools mainly use the 2D materials to express the complete concepts about space visualization over the 3D geometric and abstract lessons. Some studies have also pointed out that children's mental growth depends not only on the level of their cognitive development but also on the nature of the interactions between them and the learning environments. Therefore, teachers could align with children's mental development standards and provide learning activities to stimulate their learning performance. Through appropriate technology that combines learning contents with the environments could enhance students' learning effectiveness. In recent years, Augmented Reality (AR) has been proven as an effective and potential learning visualization supported tool, which could combine the virtual objects with the real environments, and it brings a new experience of learning. However, some studies have also pointed out that when using technology into blended learning, it needs to have a plan or architecture for course designers and teachers. Therefore, this study wants to redesign a user-centered Activity System-based Process Model (ASPM), and integrate the AR technology into blended learning by using this process model to implement the Augmented Reality-based Blended Learning (ARBL) system. Particularly, students could use the ARBL materials in the real world and experience the blended learning environments.
There were 57 participants learned with the ARBL while the control group was made up of 52 students who learned with the Traditional Blended Learning (TBL) approach. Additionally, a questionnaire was given to them in order to understand their feelings about the ARBL after the experimental learning, as well as using the learning achievement evaluations to investigate the influence of the ARBL and the TBL on the students' learning outcomes. From the learning achievements and the questionnaire, in terms of the learning outcomes and learning attitude, the students who use the ARBL are significantly better than the TBL. The interviews after the experiment also showed that students enjoyed the experimental activities by using the ARBL and they were interested in the learning course. Students also considered that the proposed ARBL system is a useful computer-assisted learning tool. On the other hand, teachers also had positive feedback after using the ARBL system. Finally, the activity system-based process model could provide a helpful structure in the ARBL to guide course designers, teachers, and researchers for the future works.

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