在傳統的教學方法中，教師大多以紙本的方式教授知識，造成學生無法將知識運用在真實情境之中，為了讓學習者學以致用，情境學習強調學習者應將學習內容和情境相結合，讓學習者在應用環境中實踐知識與技能。為了將真實情境帶入至一般教室中，有研究開始使用虛擬實境與擴增實境的技術打造數位的情境學習系統。然而，現階段的情境學習系統大多透過滑鼠或其他控制器在數位實境中操作虛擬替身與虛擬物件互動，缺乏以真實物件互動的學習方式，導致學習者的感知與動作無法在數位實境中如實呈現。 因此，本研究設計了一款可融入使用者與實體物件之數位雙生實境學習系統，藉由立體視覺相機將使用者與周遭實體環境放入數位實境之中。教師可以透過編輯系統將課本內容轉換成情境教材，讓學生以操作實體物件的方式在數位情境中學習相關知識。實驗結果顯示，操作實體物件的學習模式可以有效提升學習者的學習成效，而在問卷與訪談的部分，則顯示結合物件追蹤與數位雙生設計的情境學習系統在學習動機、任務價值與自我表現上皆有正面影響。 ;In traditional teaching methods, teachers often deliver knowledge through paper-based materials, which limits students′ ability to apply knowledge in real-world contexts. To promote practical application of learning, context-based learning emphasizes the integration of learning content with real-world situations, allowing learners to apply knowledge and skills in authentic environments. To bring real-world contexts into conventional classrooms, researchers have started developing digital context-based learning systems using virtual reality (Ahuja et al.) and augmented reality (AR) technologies. However, existing context-based learning systems primarily rely on mouse or other controllers to interact with virtual avatars and objects in digital environments, lacking interaction with physical objects, resulting in a weaker connection between learners and applied contexts. Therefore, this study designs a digital twin augmented reality learning system that incorporates users and physical objects. Through stereo vision cameras, users and their surrounding physical environments are merged into the digital environment. Teachers can convert textbook content into contextual teaching materials using the editing system, enabling students to learn relevant knowledge by interacting with physical objects in the digital context. Experimental results demonstrate that the learning mode involving physical object manipulation effectively enhances learners′ learning outcomes. Questionnaire and interview data further indicate that the context-based learning system, integrating object tracking and digital twin design, positively impacts learners′ motivation, task value, and self-performance.
