本研究使用Greenfoot程式設計發展工具，設計兩種不同策略之遊戲導向程式設計學習教材，讓學生在發展遊戲中學習基本的程式設計語法與概念，檢證高中二年級學生在程式設計學習成效、學習態度、及使用Greenfoot開發環境的自我效能。本研究採準實驗設計，使用由下而上式學習策略教材組為39位學生，使用由上而下式學習策略教材組為44位學生。以後測分數檢證兩組學生的學習成就差異；以問卷的數據結果歸納學生對程式設計學習態度、教材態度與個人學習態度；以Greenfoot開發環境自我效能量表檢證兩組學生的軟體自我效能差異。
研究結果發現，使用由上而下式學習策略教材的學生在程式設計學習成就上明顯高於使用由下而上式學習策略教材的學生。使用由上而下式學習策略教材的學生在教材態度上明顯高於使用由下而上式學習策略教材的學生。兩組學生在程式設計學習態度、教材態度與個人學習態度都持正向看法。

This study developed two kinds of game-oriented teaching material with Greenfoot for programming concepts learning, and examined the effects of two kinds of game-oriented teaching material on high school sophomores’ performance in programming learning, students’ attitudes toward programming learning, and students’ self-efficacy. Quasi-experimental design was implemented. A class with 39 students was assigned as the group using bottom-up learning strategy, and the other class with 44 students was assigned as the group using top-down learning strategy. Data sources included a posttest of students’ programming concepts, a student attitude survey and a Greenfoot self-efficacy scale.
The results indicated that students’ performance using top-down learning strategy were better than student performance using bottom-up learning strategy. In terms of the attitude toward teaching material, students using top-down learning strategy were better than students using bottom-up learning strategy. Both groups of student attitude survey indicated that the majority of student had positive attitudes toward using the game-oriented teaching material to learn programming concepts.

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