目前行動裝置已被廣泛應用於圖書館的利用教育與推廣活動之中，但擴增實境(Augmented Reality, AR)在圖書館的應用仍不普及。為進一步探討AR在圖書館應用的效益，本研究透過政治大學達賢圖書館的AR導覽工具，探討學習者分別透過「AR導覽服務」及「館員實體導覽」兩種模式輔以進行圖書館導覽後，在學習成效、學習動機、認知負荷，以及導覽滿意度表現上的差異，並進一步探討場地獨立／場地依賴兩種不同認知風格學習者，分別透過「AR導覽服務」及「館員實體導覽」兩種模式輔以進行圖書館導覽後，在學習成效、學習動機、認知負荷，以及導覽滿意度表現上的差異。
本研究採真實驗研究法，以報名達賢圖書館導覽活動之大專院校學生為研究對象，並將其隨機指派為採用「AR導覽服務」輔以進行圖書館自主探索的實驗組（共18人），以及透過「館員實體導覽」進行圖書館參訪的控制組（共12人），透過前後測量表及問卷蒐集量化數據，最後自實驗組中徵求10位學習者進行半結構式訪談。
研究結果發現：（一）「AR導覽服務」與「館員實體導覽」皆為有效的導覽服務模式，且具有相同的學習成效，均能夠成功協助學習者建立其對於圖書館空間設備與服務之基礎認識；使用「AR導覽服務」特別能顯著提升場地獨立型學習者的學習成效；（二）「AR導覽服務」產生的外在認知負荷顯著高於「館員實體導覽」，在學習動機上則無顯著差異；使用「AR導覽服務」之場地依賴型學習者的滿意度顯著地低於採用「館員實體導覽」之場地依賴型學習者；（三）「AR導覽服務」滿足了學習者對於個人化探索的偏好，但在內容及體驗上尚有改善空間。
基於以上結果，本研究提出「AR導覽服務」應用於圖書館之實務建議如下：（一）「AR導覽服務」適合推薦給認知風格為場地獨立型的學習者，「館員實體導覽」則適合推薦給場地依賴型的學習者。（二）應加強對使用者體驗的重視，避免科技新穎性帶來之新鮮感與挫折感互相抵消，降低導覽成效。

Mobile devices have been widely adopted in library instruction and promotional activities; however, the application of Augmented Reality (AR) in libraries remains relatively limited. To further investigate the effectiveness of AR in library services, this study employed AR-based library tour system developed for the National Chengchi University (NCCU) Dah Hsian Seetoo Library to compare two library user guided tour approaches: an AR-based guided tour and a librarian-led guided tour. This study examined differences between the two approaches in terms of learning performance, learning motivation, cognitive load, and user guided tour satisfaction. In addition, it explored whether learners' cognitive styles, field-independent or field-dependent, moderated these outcomes.
This study adopted a true-experimental design. Participants were college students who registered for library guided tour at the Dah Hsian Seetoo Library. They were randomly assigned to either an experimental group (n = 18), which independently explored the library using the AR-guided tour, or a control group (n = 12), which participated in a conventional librarian-led tour. Quantitative data were collected through pre- and post-tests as well as questionnaires. Subsequently, ten participants from the experimental group were invited to participate in semi-structured interviews to provide qualitative insights.
The findings revealed that: (1) both the AR-guided tour and the librarian-led guided tour were effective guided tour methods, producing comparable learning performance and successfully helping learners acquire a fundamental understanding of the library's facilities, spaces, and services as well as the use of AR guided tours is particularly effective in significantly improving the learning performance of field-dependent learners; (2) the AR-guided tour imposed significantly higher extraneous cognitive load than the librarian-led tour, while no significant difference was found in learning motivation between the two groups. Furthermore, among field-dependent learners, those who used the AR-guided tour reported significantly lower satisfaction than those who participated in the librarian-led tour; and (3) although the AR-guided tour satisfied learners' preference for personalized and self-directed exploration, there remains room for improvement in both its content and user experience.
Based on these findings, this study offers the following practical recommendations for implementing AR-guided tour in libraries: (1) AR-guided tour are more suitable for learners with a field-independent cognitive style, whereas librarian-led tour are better suited to learners with a field-dependent cognitive style; and (2) greater attention should be paid to user experience design to ensure that the novelty of the technology does not become offset by users' frustration, thereby maximizing the effectiveness of the library tour experience.

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