Abstract
This study is aimed to investigate the practicability of augmented reality instructional programs and the learning efficiency on map information. A quasi-experimental design was conducted with a public university students in Hsinchu. The samples were 40 students. Before the teaching activities, students were divided into experimental group (20 subjects), and control group (20 subjects). Experimental group received ＂Augmented reality teaching programs＂, control group students received ＂Traditional teaching programs＂. After conducting 12 lessons (six weeks) experimental teaching processes, the two groups of students will be compared based on study results. The results show that there is no difference of increasing learning achievement between both groups. Yet, with the assistance of augmented reality, students in experimental groups pay more interaction with the real environment than the control groups. That result the students have better spatial ability in experimental groups than the control groups with significant difference.