植物園是學習植物相關知識的重要場域，本團隊已證明以影片法於主題場景中置入景觀敘事物件，能增加使用者之學習與記憶效果。本研究以現地實驗法進行實證，於國立自然科學博物館植物園之展示區，以現地實景建置與電腦模擬的方式，針對台中市八所國小695位三、四年級學童，探討景觀敘事物件置入與否對學生團體學習成效之影響。研究結果顯示：將景觀敘事物件置入其中並進行解說，不論是以影片模擬或採用現地實景，皆能有效提升學生之學習成效，及其對場景的趣味性、吸引力及景觀偏好與學習成效和視覺景觀評值有顯著正相關。電腦模擬景觀敘事展示區，於設計階段即可用於預測現地場景之解說教育成效及視覺感受，可有效輔助場景建置前後解說教育之進行。

Botanic gardens worldwide have been regarding as important sites for learning plants and related knowledge. In previous research conducted by our lab the results have demonstrated that applying landscape narrative elements in the theme display areas in botanic garden could enhance users’ learning and memory by using film as a visual stimulus to send messages. The objective of this research was to explore how the learning efficiency of group learners was affected by employing landscape narratives through both computer simulation and real site scene creation in botanical gardens. The empirical research was undertaken at the Botanical Garden of National Museum of Natural Science of Taichung. The theme display areas targeted in the study were created by both computer simulation and real site setting with landscape narratives elements. Total 695 school children of grade 3-4 elementary school students in Taichung were randomly selected to participate in this study on-site. The main findings of the research included: when the interpretive content of thematic displays were well associated and matched with the narrative landscape, the comprehension and retention of content by pupils was significantly increased for both computer simulation film and on-site display treatment. Interests, attractiveness and visual preference of narrative landscape scenes were also enhanced while comparing without those elements. Learning efficiency of pupils shows significantly positive correlation to visual preference for two ways of experiencing. The results indicate that computer simulation can be used to predict the efficiency of interpretation and visual preference of on-site theme displays at design stage and it could effectively enhance conduction of interpretation before and after construction.