2022年便利商店在台店數已超過1萬3千家，連鎖體系便利商店均面臨店數布局全台各地及現場店舖教育訓練需求，如何縮短教育訓練與基本作業落實，成為企業教育訓練面臨的課題。隨著台灣邁入5G時代，國內擴增實境的技術逐步成熟，擴增實境應用於教育訓練已成為未來趨勢，F公司導入擴增實境教育訓練模組作為店舖現場實作訓練的工具。 本研究意旨探究以擴增實境教育訓練應用於便利商店現場作業培訓，透過沉浸式教學設計融入擴增實境訓練模組，並以行動裝置進行訓練執行以提升學習成效。本研究對象以台灣地區F公司便利商店之第一線從業人員為調查對象，採取隨機抽樣方式進行分析，線上問卷回收量118份。研究結果發現： (1) 擴增實境之沉浸體驗對學習成效上有顯著正向相關且具有顯著的正向影響，在學習的沉浸體驗程度越高，則其學習成效越高; (2) 學習風格對學習成效有顯著影響，在視覺型學習風格與學習成效具有正向關係; (3) 擴增實境之沉浸體驗在學習風格、學習成效之間具有中介作用。 關鍵字：擴增實境、學習成效、學習風格;In 2022, the number of convenience stores in Taiwan has exceeded 13,000. Convenience stores in the chain system are facing the layout of the number of stores all over Taiwan and training needs. How to shorten shop training and how to implement basic operations has become a problem faced by enterprise education and training. As Taiwan enters the 5G era, Taiwan′s augmented reality technology is gradually maturing. The application of augmented reality to education and training has become a future trend. Company F introduced the augmented reality education training module as a tool for store training. The purpose of this study is to explore the application of augmented reality education training in convenience store field operation training. The augmented reality training module is integrated into the immersive teaching design, and the training is carried out on the mobile device to improve the learning effect. The object of this research is the employees of the convenience store of Company F in Taiwan. Web survey was analyzed by random sampling, and 118 copies were recovered. (1) The immersion experience of augmented reality has a significant positive correlation and a significant positive impact on learning outcomes. The higher the level of immersion experience in learning, the higher the learning effect. (2) Learning styles have a significant impact on learning outcomes, and there is a positive relationship between visual learning styles and learning outcomes. (3) The penetrating experience of learning realization environment has a mediating effect between style and learning effect. Keywords: augmented reality, learning outcomes, learning styles.
