歷史，是一個地區，一個民族，更甚是一個國家的文化及其發展過程。所以，當想要了解一個事物，必須要先從他的歷史先了解起。而歷史與地理及人物往往是密不可分的，要學好歷史，就必須去學習這段歷史發生的地理環境以及引發歷史事件的人物。
本論文將實作一個『虛實整合環境』的系統，此系統可同時呈現嵌入教材電子地圖與實景圖，由學生操控代表歷史人物的電子機器人於電子地圖上進行教學。透過地圖及實景的地理方位以及歷史人物的相關教材，藉此學習地區內的歷史。
本論文將採實驗研究法，檢驗有無操作機器人是否對於學生在『虛實整合環境』系統下學習歷史及相關地理方位上造成差異。據實驗結果顯示，操控機器人在『虛實整合系統』中對於學習歷史知識並無顯著差異，對於歷史位置相關方位則有明顯不同。

History is the developing and shifting progress of regions, nations, even more the cultures. Therefore, to learn the knowledge of local history is the first step of exploring where she/he is. The history, geography and people are related and often be discussed at the same time. Thus, to support students learning history, the support of learning geographic and humanistic for students should be addressed at the same time.
This thesis implements a system which are integrated the actual and virtual environments at a stage as users’ interface for students’ learning. This system represents the learning materials on electronic maps and real maps, both for improving students’ learning performance. Meanwhile, a robot represents the history person on the electronic map for improving students’ learning experience and learning motivation. Students could learn the history of the specific regions through exploring the maps by controlling the robot and learn the history knowledge via a smartphone.
The results of experiments illustrate that the experimental groups (with robot controlling) is learning better than the control groups (only observing) on orientation cognition performance, however, there is no significant between both groups on history learning performance.

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