近年來智慧型手機日新月異，其硬體設備也不斷提升，於是，藉著手機的行動便利性與強大功能，各式各樣乘載著具有教育意義的軟體因應而生，其中在虛擬實境與擴增實境方面的應用更是接踵而至。本研究以Android平台的智慧型手機做為
行動載具，以ShiVa3D開發3維空間的遊戲，輔以全球定位系統(GPS)和方位感測器
，建置一款擴增實境的行動式校園蝴蝶生態學習系統，做為國小自然與生活科技領域之「昆蟲的一生」單元的輔助教材，期望克服傳統教學中，學習者常會因為蝴蝶園建置不易或在都會地區觀察不到蝴蝶等因素，導致學習上無法實際觀察的困境。
本系統藉由全球定位系統偵測及判斷使用者位置後，在行動載具上顯示虛擬蝴蝶與場景之3D影像，在虛擬蝴蝶園中，使用者能以望遠鏡追蹤蝴蝶，也可以捕捉蝴蝶來觀察蝴蝶外型並取得相關資訊；在戶外植物區中，系統依校園所種植的食草以及蜜源種類，分別顯示出對應的虛擬幼蟲以及蝴蝶3D影像，因此，使用者可以在真實的植物上飼養3D幼蟲，不但能觀察到蝴蝶的四個變態過程，並可讓學習者進一步瞭解蝴蝶與各階段天敵的關係。
本研究以問卷調查做為使用者之滿意度評估，分析結果普遍認為結合擴增實境之行動式蝴蝶生態學習系統，能夠讓使用者有如身處真實環境之中，多數使用者也能藉由互動遊戲的設計，學習到蝴蝶的相關知識。

In recent years, the performance of a smart phone is getting better and better, and its hardware is also advanced. With the convenience and powerful features, a wide range of educational software is developed and followed by virtual reality and augmented reality applications. In this study, the smart phone based on Android platform as a mobile device using ShiVa3D to develop 3D games, supplemented by Global Positioning System (GPS) and orientation sensors to build an a campus butterfly ecological learning system. It can be used as teaching material in the Insect's Life unit of nature and life science and technology in elementary schools. The objective is to overcome the difficult of observing butterflies since it is not easy to build a butterfly garden and less butterflies in metropolitan areas.
In this system, detecting and determining the user location is done by GPS, and 3D images of the virtual butterflies and the scene are used for simulation. In the virtual butterfly garden, users can use the telescope to track a butterfly. They can also capture a butterfly for observation to obtain the relevant information. In outdoor plant areas, the system can lead the way to the plants of grass-eating and nectar species, respectively, and show the corresponding virtual larvae and butterflies 3D images. Users can breed larvae on plants to observe the metamorphosis of the butterfly, which allows them to learn more about the relationship between butterflies and various stages of natural enemies.
In this study, a questionnaire survey was used as assessment, and the results showed that the combination of augmented reality and campus ecological environment allows users to situate in a almost real environment, and most of them through the design of interactive games can help them learn the knowledge of the butterfly.

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