情境學習透過在真實環境中學習來建立所學知識與實際問題的解決方法與
應用，隨著科技發展，傳統建立情境學習環境的難處得以獲得改善，例如：Second Life、AR、VR 等都是常見用來提供使用者沉浸於情境的方式，然而，上述方法的操作方式使得學習者無法具身沉浸於情境中，且其建立的數位空間中通常都僅有一個情境，這可能會造成學習某些知識時的困難，例如：在學習操作性知識時，無法同時看見操作與解釋的兩個情境。
因此本研究建立一個共時多情境的置身情境學習系統，學習者具身沉浸在情
境中展現知識，系統能夠根據學習者的展現變化出不同的情境，例如：解釋知識的情境、知識應用的情境等等，變化出的情境與原本的情境同時出現在一個數位空間中，此即為共時多情境的概念，且學習者能夠同時具身沉浸在其中，透過同時在多個情境中將自身所展現的基礎知識與要目標學習的內容做連結。
本研究與桃園某科技大學進行合作教學，其結果顯示實驗組同學使用本系統
於情境中展現所學，並可以同時在置身在多個情境中來學習，相比於對照組在傳統僅有一個數位情境的狀況下，對於學科知識的學習有更好的成效。

Situational learning establishes the knowledge learned and the solutions and applications of practical problems through learning in a real environment. With the development of technology, the difficulties of traditionally establishing a contextual learning environment have been improved. For example: Second Life, AR, VR, etc. are common used to provide a way for users to immerse themselves in the situation. However, the above methods operate in such a way that the learner cannot be immersed in the context, and the digital space it creates usually has only one context, which may cause difficulties in learning certain knowledge. For example, when learning operational knowledge, the two situations of operation and explanation cannot be seen at the same time.
Therefore, this study establishes a simultaneous multi-situation embodied situational learning system. The learner is immersed in the situation to show knowledge, and the system can change different situations according to the learners' performance, such as: the situation of explaining knowledge, the situation of knowledge application and many more. The changed situation and the original situation appear in a digital space at the same time, which is the concept of simultaneous multi-situation, and the learner can be immersed in it at the same time. By connecting the basic knowledge, you have demonstrated with the content you want to learn in multiple situation at the same time.
This study conducted cooperative teaching with a university of science and technology in Taoyuan. The results showed that the students in the experimental group used the system to demonstrate what they had learned in the situation, and they could learn in multiple situation at the same time. Compared with the control group in the traditional situation of only one digital situation, the learning of subject knowledge has a better effect.

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