【摘要】 具身学习强调身体、心智与环境的交互融合，增强现实为其提供了环境支持，但增强现实赋能具身学习的作用机制和具体能效尚不明确，导致难以从具身学习角度综合解释增强现实何以赋能学习。基于此，文章首先提出增强现实赋能学习的实现路径。然后，文章采用实证研究的方法开展增强现实学习与视频学习、PPT学习的对照实验，测量并分析生理、心理、学习效果等多种模态数据，结果发现：增强现实学习的生理接受度良好；学习中过程中的多模态感知可以改善学习者的情绪与沉浸感，但增强现实学习环境的要素多样性会增加认知负荷，在一定程度上降低学习效果。最后，文章从合理安排身体活动、积极调动多元感知模态、科学设计学习资源画面等方面提出改进建议，以期为增强现实环境下具身学习活动的优化设计提供借鉴。更多还原

【Abstract】 Embodied learning emphasizes the interactive integration of body, mind and environment, and augmented reality(AR) provides environmental support for embodied learning. However, the action mechanism and specific energy efficiency of AR empowering embodied learning are still unclear, which leads to difficulties in providing a comprehensive explanation on how augmented reality empowers learning from an embodied learning perspective.Based on this, the paper firstly proposed the realization path of AR empowering embodied learning. Then, an empirical study approach was used to conduct a controlled experiment of AR learning versus video learning and PPT learning,and the multi-modal data of physiology, psychology and learning outcomes were measured and analyzed. It was found that the physiological acceptance of AR learning was good, and the multi-modal perception during AR learning process can improved learners’ emotion and immersion sense. However, the factor diversity in AR learning environment increased cognitive load and reduced learning outcomes to some extent. Finally, the paper proposed improvement suggestions for AR learning from the aspects of the rational arrangement of physical activities, active mobilization of multiple perceptual modalities, and scientific design of learning resource interfaces, expecting to provide reference for optimizing the design of embodied learning activities within the AR environment.更多还原