本研究探討擴增實境（Augmented Reality, AR）結合凱利方格法（Repertory Grid Technique, RGT）於護理教育之應用成效，並以壓力性損傷識別與照護課程為教學場域。針對傳統教學易產生學用落差之問題，本研究整合AR之情境化與視覺化特性，並導入凱利方格作為知識建構鷹架，引導學習者進行特徵辨識、概念比較與推理判斷。教學設計採三層次測驗機制（判斷、理由、推理比較），促進深層學習。研究結果顯示，此模式能有效提升學習成就、自我效能與臨床推理，並促進學習遷移。研究指出，智慧科技融入教育之關鍵，在於結合適切之學習鷹架以輔助知識建構。本研究所提出之基於凱利方格之AR學習模式，可供護理教育情境化與結構化教學設計之參考。

This study examined the effects of integrating augmented reality (AR) with the Repertory Grid Technique (RGT) in a pressure injury identification and care course, addressing the persistent theory-practice gap in nursing education. The AR and RGT model leveraged the visualization affordances of AR and the scaffolding function of RGT to support feature identification and conceptual reasoning. A three-tier assessment mechanism, including judgment, reasoning, and comparative inference, was employed to facilitate deep learning. The findings revealed significant improvements in learning achievement, self-efficacy, and clinical reasoning ability, along with enhanced learning transfer. These results suggest that the effectiveness of smart technology integration depends not only on technological advancement but also on the incorporation of appropriate pedagogical scaffolding to support knowledge construction. The proposed RGT-based AR model offers a practical framework for designing contextualized and structured learning environments in nursing education.