在九年一貫課程「自然與生活科技」領域中，關於月相單元的能力指標包括：「觀察月亮東昇西落的情形，以及藉由每天持續觀察月相，發現月相具有週期性盈虧的現象。」然而月相觀察常因為時間、地點或天候限制而中斷，導致學生無法學到正確的月相概念。
本研究以Android平台的平板電腦做為行動載具，並利用情境感知結合擴增實境技術開發一個不受時間、地點與天候影響的月相觀測系統，並在系統完成後進行教學實驗，本實驗透過「月相概念學習成就測驗」、「系統接受度量表」與「訪談」蒐集資料，以了解使用本月相觀測系統對月相概念學習成就之影響以及使用者的看法。
本研究以準實驗研究法之「不等組前、後測實驗設計」，研究對象為台中市某國小五年級兩個班的學生(共56人)為樣本，分別以本研究開發之月相觀測學習系統輔助教學(實驗組)及傳統教學法(控制組)進行教學實驗，以探討不同學習模式在學習成效上的差異，並實施系統接受度的調查以及訪談作為驗證本研究結果之參考。研究結果發現以擴增實境技術為基礎之月相觀測學習系統融入月相教學有助於提升學童月相概念學習成就；問卷調查及訪談結果顯示有九成學童喜歡本系統來觀測月亮，且普遍認為本系統可以幫助使用者尋找月相觀測資訊並協助進行月相紀錄，在系統介面部分：多數人認為清楚且容易使用，未來如有相關需求也會優先使用本月相觀測系統。

The competence indicators for “The Moon Phase Unit” in the field of "Science and Life Technology" in Grade 1-9 curriculum include: the observation of the rising and setting of the moon and the sun, and by daily observation of lunar phase to find the periodic waxing and waning of the moon. However, the observation of lunar phase is often restricted by time, place and weather, causing the incorrect concepts of students in learning “The Moon Phase Unit”.
In this study, the Tablet PC based on Android platform was used as a mobile device, and context awareness combined with augmented reality (AR) technology was used to develop a moon observation system which can be used anytime and anywhere without the restriction of weather conditions. A teaching experiment was conducted through the learning achievement tests of the lunar phase concepts, questionnaire survey and interviews to collect data in order to understand the influence of the moon observation system relative to students’ learning achievement and their attitudes.
In this study, a quasi-experimental research was conducted by dividing students into experimental and control groups by selecting two fifth-grade classes of 56 students in an elementary school in Taichung. The experimental group used the moon observation system to assist instruction and the control group used traditional teaching method; the objective was to investigate the difference of learning outcomes. A survey for the degree of acceptance in science teaching model and interviews were also conducted as a reference to verify the results of this study and the performance of the moon observation system as well.
The results showed that the moon observation system can enhance students' conceptual development of the lunar phase; the questionnaire survey and interviews revealed that 90% of the students preferred to use the system for observing the moon, and they generally believed that the system could help them obtain the information of lunar phase and record data. Regarding the system interface, most students thought that the user interface was clear and easy to use, and they would use the moon observation system first with similar demands in the future.

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