When fire disasters are imminent, disaster prevention measures and relief plans are critical. However, “fire education” to equip civilians with the know-how to cope with various emergencies and protect themselves is perhaps more important. To provide learning materials which are interesting, appealing, flexible, safe, and efficient for fire education, this study adopts an augmented reality (AR) technique to create an interactive fire education learning environment. This study constructs an interactive learning environment for fire education and examines the learning effectiveness between an AR card and tangible-user-interface-based (TUI) AR in motivation, fire prevention attitude, and cognitive learning outcome. In the proposed AR interactive learning environment, Kolb’s experiential learning cycle is used to guide students’ learning process. There were 170 experimental participants in this study; 86 were assigned to the experimental group using the TUI, and 84 to the control group using AR cards. The AR system integrated with experiential learning could improve students’ fire prevention attitudes and learning outcomes in both groups. Moreover, the experimental group performed better in the cognitive learning outcome and had lower mental loads than the control group. However, no difference in the fire prevention attitude between the two groups was found. In other words, the “object-linked” characteristics provided by TUI-AR benefits cognitive performance rather than attitude. To conclude, this research presents an important perspective on the introduction of technology into fire education that contributes to the broader body of teaching and learning on school fire education.

当火灾即将来临时，防灾措施和救灾计划至关重要。但是，“消防教育”使平民掌握应对各种紧急情况和保护自己的专有技术也许更为重要。为了提供有趣，有吸引力，灵活，安全和有效的消防教育学习材料，本研究采用增强现实（AR）技术来创建交互式的消防教育学习环境。这项研究构建了一个用于消防教育的交互式学习环境，并研究了AR卡与基于有形用户界面（TUI）的AR在动机，防火态度和认知学习成果方面的学习效果。在拟议的AR交互式学习环境中，Kolb的体验学习周期用于指导学生的学习过程。这项研究有170名实验参与者；使用TUI将86个分配给实验组，使用AR卡将84个分配给对照组。结合体验式学习的AR系统可以改善两组学生的防火态度和学习成果。此外，实验组在认知学习结果上表现更好，并且精神负荷比对照组低。但是，两组之间在防火态度上没有差异。换句话说，TUI-AR提供的“对象关联”特性有利于认知表现而非态度。总而言之，本研究为将技术引入消防教育提出了一个重要的观点，该技术有助于学校消防教育的更广泛的教与学。