While common, computer presentations given during classroom lectures do not always improve learning effects; thus, this study incorporated three elements into technology-assisted classroom lectures: emphasis, augmentation, and integration. These three elements cannot be implemented simultaneously when using PowerPoint (PPT) presentations during classroom lectures. Therefore, the virtual and physical integration of augmented reality (AR) was employed to establish an assisted course lecturing tool for implementing these three elements. Teachers can refer to important content from textbooks (emphasis) while lecturing, and students can then use an AR device to scan the content and to call out related supplementary materials (augmentation) in facilitating their learning. These scanning and calling out functions of AR enable teachers to integrate technology-assisted tools with textbooks to enhance the effectiveness of classroom lectures. The pre- and posttest quasi-experimental research design was used to determine differences in the learning outcomes of two groups of AR-assisted and PPT-based course lectures. The experimental results indicate that the AR-assisted lecture was significantly more effective than the PPT-based lecture, and a similar result was obtained from a delayed test. According to interviews held with students, during the AR-assisted lecture, the students tended to focus on only one teaching medium and on the textbook content. By contrast, students of the PPT-based lecture became distracted while focusing on two different media sources simultaneously, resulting in the textbook content often being neglected.

虽然很常见，但课堂讲座中的计算机演示并不总能提高学习效果；因此，本研究将三个要素纳入技术辅助课堂讲座：强调、增强和整合。在课堂讲座中使用 PowerPoint (PPT) 演示文稿时，这三个要素不能同时实现。因此，增强现实（AR）的虚拟和物理整合被用来建立一个辅助课程讲授工具来实现这三个要素。教师在讲课时可以参考课本中的重要内容（重点），学生可以使用增强现实设备扫描内容并调出相关的补充材料（增强）以促进学习。AR的这些扫描和调用功能使教师能够将技术辅助工具与教科书相结合，以提高课堂教学的有效性。使用前测和后测准实验研究设计来确定两组 AR 辅助和基于 PPT 的课程讲座的学习成果的差异。实验结果表明，AR 辅助讲座明显比基于 PPT 的讲座更有效，延迟测试也得到了类似的结果。根据对学生的采访，在 AR 辅助授课期间，学生倾向于只关注一种教学媒介和教科书内容。相比之下，以PPT为基础的讲座的学生在同时关注两种不同的媒体来源时分心，