化學是一門理論與實驗並重的科學，在理論知識的基礎下，實驗操作可幫助學生理解概念與內化知識，並將理論知識轉化為實踐知識，進而培養學生的觀察能力、思維能力以及良好的學習習慣，因此實驗操作是化學課程不可或缺的一環。在升學制度的壓力下，學校的教學多以考試為重，加上實驗器材或時間不足以及安全性等問題，老師往往以文字、圖片或影片的方式講述實驗內容以替代實驗操作，或是將實驗過程簡化成一行行學生必須遵循的指令，而不是讓學生在操作過程進行知識的探索與連結。這種教學方式不但忽視實驗對理解化學概念的重要性，也影響學生的學習動機及核心概念與技能的建構。
本研究結合擴增實境的高互動性與真實感以及卡牌遊戲的趣味性，針對國中化學實驗課程開發出一套虛擬實驗App軟體。使用者可透過智慧型手機或平板電腦的操作來進行化學實驗，並藉由探究式的學習過程來增進對核心概念的認知。使用者可以從卡牌中挑選所需的器材進行操作，並可進入微觀世界以瞭解化學反應過程。本研究以創新的學習科技來培養學生的探究力和問題解決能力，學生可以從虛擬的實驗環境中獲得具體的知識與概念，在探索過程中激發其學習動機與興趣，提升化學知識、概念。
研究結果發現，操作虛擬實驗與真實實驗對於化學學習皆有顯著的學習成效，但對照組低成就學生沒有明顯的學習成效，而實驗組低成就學生的學習成效顯著優於對照組低成就學生。在持續學習一個月後，實驗組與對照組的學習成效表現皆有顯著提升，兩組高成就學生的學習成效沒有顯著差異，而實驗組低成就學生的學習成效顯著優於對照組低成就學生，表示虛擬實驗對於提升低成就學生的化學學習成效優於真實實驗。

Chemistry is a science that emphasizes both theory and experiment. Based on theoretical knowledge, experimental operations can help students understand concepts and knowledge internalization, and transform theoretical knowledge into practical knowledge. They can also cultivate students' observation ability, thinking ability and good learning habits. Therefore, the experimental operation is an indispensable part of chemistry curriculum. Under the pressure of the examination system, school teaching is mostly concentrate on examinations. In addition to the problems of experimental equipment, lack of time and safety, teachers often use words, pictures or videos to tell the experimental content instead of the experimental operation, or simplify the experimental process into a line of instructions that students must follow, rather than allowing students to explore and connect knowledge in the operational process. This teaching method not only ignores the importance of experiment in understanding chemical concepts, but also affects students' learning motivation and the construction of core concepts and skills.
In this study, a set of virtual experiment App software is developed for junior middle school chemistry experiment course, which combines the high interaction and reality of the expanded reality and the interest of card games. Users can conduct chemical experiments through the operation of smart phones or tablets, and enhance the understanding of core concepts through the inquiry learning process. Users can select the necessary equipment from the cards and operate according to the experimental steps. They can enter the micro-world to understand the chemical reaction process. In this study, innovative learning technology can cultivate students' inquiry ability and problem solving ability. Students can acquire specific knowledge and concepts from the virtual experimental environment, stimulate their learning motivation and interest in the process of exploration, which is very helpful to enhance chemical knowledge, concepts.
The experimental results show that operating virtual experiments and real experiments have significant learning effects on chemistry learning, but the low-achievement students in the control group have no obvious learning effectiveness, while the low-achievement students in the experimental group have significantly better learning results than the low-achievement students in the control group. After one month of continuous learning, the learning effectiveness of the experimental group and the control group are significantly improved. There is no significant difference in the learning effectiveness of the two groups of high-achievement students, while the experimental group’s low-achievement students’ learning performance is significantly better than the control group’s low-achievement students. Indicates that the virtual experiment is better than the real experiment in improving the chemistry learning effectiveness of low achievement students.

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