所謂空間認知是用來測量一個人對某個地區空間內所含物件之間相對關係的瞭解程度，於地理教學中，建構學生對於地球的空間認知，使其擁有世界的整體概念，是地理教學的基本目的之一。相關研究中指出，以地理資訊系統進行教學對於學習效果是有幫助的，另外，讓學生在模擬實際情境的場景中進行學習，經由不斷與實際環境互動，可藉此建立學生的知識。若是能夠在教室中，利用虛擬介面呈現實際景觀，在同一個空間就能巡訪世界不同地區，便可讓教學更加豐富。然而各家地理資訊系統目前缺少結合情境學習的支援，所需的資料格式複雜，且需程式語言能力才能進行編輯，造成教師自行編輯教材時的困難。
本論文將實作一個『虛實整合環境』，同時呈現水平面的電子地圖與垂直面的實景圖，並由學生操控學習夥伴電子機器人進行教學，以此建構學生對空間認知與地理知識。並提供教師一套教材編輯系統，讓教師可以編輯自己需要的教學資料，用於此『虛實整合環境』與所有支援KML格式的地理資訊系統中。
本論文採實驗設計研究法，檢驗學生的學習成效與空間認知在學習夥伴於『虛實整合環境』環境中的情況。據實驗結果，使用『虛實整合環境』進行教學對於學生的學習成效與空間認知有顯著提升，而是否操控學習夥伴機器人在『虛實整合環境』中則無明顯差異。而『虛實整合環境』的使用經驗對於未來教學環境與教材編輯器的設計上，可以提供參考與協助。

Spatial cognition is used to measure the level of person’s understanding about space. Students’ spatial cognition of Earth is developed by geography. Some researches indicate that it is useful when employing GIS for assisting students to learn geography well. However, most GIS do not support teachers’ geographic curriculum editing. Thus, teachers must have pay more efforts when constructing adaptive learning curriculums
This thesis proposed a virtual-real situational environment for geography education. Students could obtain the spatial knowledge by the process of practicing and interacting between the virtual and real environments. Thesis also proposed a editor for teacher to set teaching materials . This editor can edit points , lines or areas into KML file . Teacher set teaching materials by this editor will be easy . Other GIS that support KML can use the teaching material build by editor .
Experiment get a result that actual situation integrated environment can make student enable their awareness of space and geographical knowledge batter .

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