緒論：在臺灣，大學體育課期待能促進學生主動探索、自主學習之能力，並養成運動興趣及習慣，因此有許多不同的體育項目供學生選擇，而有氧舞蹈課為其中之一。但舞蹈課中普遍存在一些問題，如異質性高、學習動作時，自主思考及學習時間較少，及課程中若有編排動作之內容，學生的先備經驗及自身對於動作技能連結的體驗過少，上述問題可能影響學生學習表現。因此本研究採用擴增實境的行動裝置，結合有氧舞蹈的教材元素，依據自我決定理論及社會建構主義進行教學設計，以期能促進學生舞蹈學習表現及學習動機。方法：以準實驗設計法，選取某大學舞蹈課學生兩班(實驗組與對照組)，進行相同內容的課程，但實驗組應用擴增實境進行教學。前後測分別進行ARCS動機量表及學習表現測量，且進行參與觀察及焦點團體訪談。結果：擴增實境應用於大學舞蹈課的教學實驗後，實驗組的學習動機明顯提升外，且於舞蹈學習表現上有整體性的提升。針對舞蹈編排的課程內容，擴增實境的使用增加學習樂趣外，也讓學生能有更多討論交流的時間；但擴增實境軟體、設備使用、資訊量過大，皆影響編排時間及使用意願。結論：擴增實境應用於大學舞蹈課程中，實現了即時的視覺學習，並透過擴增實境的應用，於學習動機及學習表現皆有提升，並提供學生更佳的學習體驗。

Introduction: In Taiwan, university physical education (PE) courses are expected to promote students’ ability to explore and learn independently and develop their interests and habits in exercise and sports. Students have many different PE courses to choose from, including aerobic dancing. Common challenges in aerobic dancing include high heterogeneity and little time for independent thinking and movement learning. Students’ lack of prior experience in the linkage of movement skills may also effect their learning process when creating aerobic movement programs during the course. This study combined an augmented reality (AR) movement device with elements of aerobic dance materials based on self-determination theory and social constructivism to design a teaching method to enhance students’ performance and motivation. Methods: This study used a quasi-experimental design (i.e., a 12-hour course attended over six weeks with the same knowledge content for the experimental [EG] and control groups) was implemented. The EG class was taught with the additional help of AR technology. The aerobic dance routines were built using the three axes of aerobic dance (movement, rhythm, and style). The AR technology allowed students to compare movements and design the choreography independently. Experts measured learning outcomes before and after the learning module. Results: The EG showed significantly improved learning motivation and dance learning performance and greater courage in embracing challenges associated with movement changes, connections, and combinations. Using AR software and equipment and the overwhelming amount of information also impacted students’ time spent on the AR technology and their willingness to use it. Conclusion: Using AR in the dance course enabled real-time visual learning and allowed students to reference and be inspired by choreography taught earlier. Overall, integrating AR into collegiate PE modules benefited students’ dance learning outcomes and provided a better learning experience.