目前情境感知之混合實境學習多以遊戲式學習為主，並且融入合作、競爭等互動方式。許多文獻針對實境遊戲學習討論，並且著重平台設計、檢驗混合實境學習之成效等主題，鮮少著重不同主題教學策略的設計。本研究針對視覺傳達設計領域，設計出適合的隨境遊戲策略，主題為信義區公共藝術教學，使用實驗法，受試者為 58位，依照其審美知能高低將其分為高、中、低三組。研究統計方式採取成對樣本t檢定與共變數分析，並配合半結構式訪談進行質化資料收集。量化研究結果顯示，接受本研究規劃之實境遊戲教學以後，全體學習者之學習成效均有顯著改善。不同能力者進步情形亦 無顯著差異，不同能力者也皆能在實境遊戲學習中獲得良好的學習經驗，顯示合作式的隨境遊戲學習可減少先備能力不同所造成的學習成就差異。對未來的教學設計者或是教師給予實境遊戲融入教學現場的實質建議。本研究之成果可對未來的教學設計者或是教師給予實境遊戲融入教學現場的實質建議。

Current mixed-reality learning is mostly game-based. It usually incorporates with learner’s collaborations and competitions. However, research on mixed-reality game-based learning tends to focus either on game platform buildings, or on examining its effects. We believe that any type of instruction would not be effective unless proper strategies applied. This study developed a comprehensive context-aware, mixed-reality instructional game to allow learners gain understanding on public arts. An experiment was done with 58 subjects. Their identities were classified into high, medium, and low prior aesthetic abilities. Pre- and post-tests on learnt public art knowledge, a questionnaire survey on learning interest, and interviews with selected subjects were done to collect quantitative and qualitative data. Paired t-tests, ANCOVA, and qualitative interviewing data were analyzed. The results indicated that generally, our comprehensive context-aware mixed-reality strategy is effective as the pre- and post-test gain were statistically significant. Moreover, the variation on prior aesthetic abilities did not result in a difference on learning achievement. This means our comprehensive strategy could encourage learners on different prior abilities work together and being benefitted each other. Interviewing results also showed that learners were general appreciated the instructional game regardless the level of prior aesthetic abilities. These results could make suggestions to instructional designers for better design proper strategies on context-aware game-based learning scenarios.