本研究旨在探討互動式擴增實境對國中生機器人程式設計學習之影響。互動式擴增實境學習活動依據所採用學習引導方式之差異分為「演練範例」以及「問題導向」兩組。「演練範例組」依循:（1）確認任務目標、（2）觀察範例組成要素、（3）動手實做、（4）評估並執行等四個演練步驟來進行專題製作；「問題導向組」則是依循：（1）確認目標、（2）分析問題、（3）探索解題、（4）評估並執行等四個問題解決步驟來進行專題製作。本研究共有107位國中七年級學習者參與為期四週共160分鐘的互動式擴增實境實驗教學活動。研究結果顯示:一、演練範例互動式擴增實境策略有助於學習者對於積木指令宣告性知識的記憶、問題導向互動式擴增實境策略則有助於學習者對於積木指令所代表的程式知識之理解及程式概念在問題任務的應用；二、學習者對於運用互動式擴增實境進行程式設計學習均抱持正向的動機。就後續擴增實境應用相關研究方面，建議可運用擴增實境做為程式設計之學習輔助工其並運用問題導向之引導策略，幫助學習者發展運用程式設計解決問題之認知概念與應用能力，以獲致較佳的學習成效及學習動機。

This study examined the effect of using interactive augmented reality in robot programming for junior high school learners. Two types of interactive augmented reality were implemented for this study, including the worked-example AR and the problem-oriented AR. The worked-example group followed the steps of (a) identify task goals , (b) analyze components of the example, (c) hand-on implementation and (d) execution and evaluation and the problem-oriented group followed a similar process, including (a) identify task goals, (b) analyze the components of the example, (c) hand-on exploration and (d) execution and evaluation, to complete their given tasks, respectively. One hundred and seven 7th graders participated in the 4-week, 160-minute experimental activity. The results showed that (a) for the learning performance, the worked-example strategy enhanced the participants to memorize the declarative knowledge of Scratch blocks and the problem-oriented strategy helped the participants better comprehend the programming concepts of Scratch blocks and apply them to solve the given tasks; and (b) as for the motivation performance, both groups showed similar positive attitudes in all three aspects of motivation, including intrinsic goal, extrinsic goal and task value. It is suggested to apply interactive augmented reality with problem-oriented guiding strategy in programming learning to help learners focus on problem-solving issues and develop programming skills.