摘要
With the rapid advancement of digital technologies, Augmented Reality (AR) and Virtual Reality (VR) have become essential tools for enhancing student engagement and learning outcomes. This study examines the effectiveness of integrating AR and VR into a Sakura-themed specialized curriculum at a junior high school in Taiwan, targeting indigenous students who have previously dropped out. Grounded in constructivist learning theory and self-determination theory, a mixed-methods approach was employed, combining qualitative action research, in-depth interviews, participant observation, and quantitative data collected via a five-point Likert-scale questionnaire. Seven indigenous dropout students participated in a one-semester intervention. The findings indicate that AR provided innovative and exploratory learning experiences that broadened students' perspectives and significantly increased their willingness to continue formal education. VR, characterized by immersive and highly interactive features, enhanced students' learning interaction, engagement, and imaginative capacity. Participants demonstrated statistically significant improvements across measures of learning motivation, interaction, attention, learning experience, and overall academic performance. Regarding preference differences, students generally perceived AR as more suitable for real-time interaction and outdoor experiential learning due to its capability to overlay virtual information onto the real environment, offering practicality and convenience. Conversely, VR was favored for in-depth exploration of topics or simulations that are difficult to experience physically, providing a fully immersive learning environment. However, prolonged VR use may induce dizziness and eye strain, limiting its frequency and duration of use. Students tended to prefer AR for on-site, interactive learning and VR for specialized exploration or simulation. Overall, both technologies contributed to enhanced learning motivation and comprehension, suggesting that their application should be flexibly adapted based on curricular objectives and students' physical adaptability. These results support the potential of AR and VR as effective auxiliary instructional tools to reduce dropout rates and promote educational attainment and engagement among indigenous students. © 2025 IEEE.