本研究探討先備知識與字幕輔助對國中學習者在英語AR情境學習的學習成效及動機之影響。研究對象為九年級學習者，有效樣本114人。研究採因子設計之準實驗研究法，自變項為「先備知識」與「字幕輔助」，「先備知識」依據國中教育會考整體成績分為高先備知識與低先備知識，「字幕輔助」分為中英字幕與中文字幕；依變項為英語之學習成效(知識理解、知識應用)及學習動機(價值成分、期望成分)。
研究結果顯示：在學習成效方面，(1)就知識理解而言，高先備知識學習者表現優於低先備知識學習者; (2)在知識應用方面，高先備知識學習者表現優於低先備知識學習者；但對於低先備知識學習者，中文字幕輔助優於中英字幕輔助。在學習動機表現方面：(3)各實驗組學習者對學習活動皆抱持正向動機表現，其中高先備知識學習者相較於低先備知識學習者，有較高的自我效能、主動學習策略及英語學習價值等動機表現。

This study aims to explore the impact of levels of prior knowledge on ninth-graders’ English learning effectiveness and learning motivation while learning from AR-enhanced contextualized English learning. A quasi-experimental research method was employed and the effective sample size was 114. The independent variables included level of prior knowledge (high vs. low) and type of captions(Chinese caption vs. Chinese and English caption). The dependent variables were learning effectiveness and motivation toward English learning.
The results showed that (1) for the comprehension performance, the high-prior knowledge group outperformed the low-prior knowledge group; (2) as for the application performance, the high-prior knowledge group outperformed the low-prior knowledge group; but for the low-prior knowledge, the Chinese caption group outperformed the Chinese-English caption group; and (3) all learners revealed positive motivation toward English learning, while the high prior-knowledge group demonstrated higher motivation in self-efficacy, active learning strategies and the value of learning English than the low prior-knowledge group.

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