本研究的目的是希望透過準實驗研究法，探討引導發現式電腦輔助學習對學生學習數位電路原理及分析之影響，並運用引導式發現學習理論發展一套電腦輔助學習系統，以作為高職資訊科學生學習「順序邏輯同步電路」原理之輔助工具。本研究將引導式發現學習理論的教學理念融入到實驗化課程軟體的設計，設計一套軟體及學習單，期能對高職資訊科學生學習數位電路原理有所幫助。
本研究以高職資訊科一年級187位學生為研究樣本，共分為三組，採不等組前測—後測設計，實驗研究的自變項為三組不同的學習活動，依變項為順序邏輯同步電路成就測驗成績，並以順序邏輯同步電路前測成績為共變項進行單因子共變數分析。學習活動結束後，並進行問卷調查分析。
研究發現：一、引導發現式電腦輔助學習能增進學生學習數位電路之成效；二、引導發現式電腦輔助學習活動可以促進學生自行解決問題的能力；三、學生普遍覺得本次學習活動可提高學習興趣及幫助理解順序邏輯電路的原理；四、本研究所發展的軟體和教材，可作為幫助學生學習順序邏輯同步電路的輔助工具。

This study, through quasi-experiment, aims to explore how guided-discovery computer-aided learning approach influences the learning of digital circuit theories of vocational high school students and to exercise this approach to develop a computer- aided learning system to benefit the students in Information Department to learn synchronous circuit of sequential logic. In the study, guided-discovery computer-aided learning approach is designed into the experimental courseware and a set of software and a task list are designed to enhance the proficiency when vocational high school students in Information Department learn digital circuit theories.

Three classes of one hundred and eighty seven vocational high school students in Information Department served as subjects for the study. The pretest-posttest control-group design is adapted in the study. Three kinds of learning activities, the pretest result of synchronous circuit of sequential logic are used in ANCOVA. After the learning activities finish, questionnaire are used to analyze.

Four findings of the study are: (1) guided-discovery computer-aided learning approach can enhance the effectiveness of students’ learning digital circuit. (2) Guided-discovery computer-aided learning approach can promote the students to solve their problems by themselves. (3) The activities strengthen the learning interest and help them to understand the theories of synchronous circuit of sequential logic. (4) The software and the task lists in the study can serve as a beneficial learning aid.

朱秀勇（民89）：引導發現式電腦模擬輔助教學教材之開發 ─ 以中學理化科之折射為例。淡江大學教育科技研究所碩士論文。
邱貴發（民80）:電腦輔助教學軟體的應用層面問題。視聽教育雙月刊，32(3)，頁1-7。
郭生玉（民88）：心理與教育測驗（十三版）。台北：精華書局。
教育部（民87）：工業職業學校電機電子群課程標準暨設備標準。台北：教育部技術及職業教育司。
張炯祥（民85）:實驗化課程軟體發展模式之研究。國立台灣師範大學資訊教育研究所碩士論文。
莊崇成（民88）:TINA與EWB在數位電路技術教學的實驗研究。國立台灣師範大學工業教育研究所碩士論文。
陳繁興（民86）:工專電機科學生使用電腦模擬軟體對組合邏輯電路設計能力之影響研究。行政院國家科學委員會專題研究計畫成果報告NSC86-2516-S-018-004-TG。
黃建聰（民69）:電腦輔助教學系統在工業教育數位電子課程個別學習上的應用研究。國立台灣師範大學工業教育研究所碩士論文。
楊家興（民84）:課程軟體製作的專案管理。教學科技與媒體，20期，頁31-41。
甄曉蘭（民86）：教學理論。黃政傑主編，教學原理，頁27-66。台北：師大書苑。
蘇秋紅（民90）:知識構圖應用於教育之實證研究—以數位電子學為例。國立中正大學資訊管理研究所碩士論文。
Bruner, J.(1966). The growth of mind. Cambridge, MA: Educational Services, Inc.
Bruner, J.(1986). Actual minds, possible worlds. Cambridge, MA: Harvard Univ.
Borg, W. R. & Gall, M. D.(1979). Educational research (3rd ed.). New York: Longmans.
Carin, A. A., & Sund, R. B. (1989). Teaching science through discovery (6th ed.). London：Merrill Publishing Company.
Carren, W. S.(1990). An experimental evaluation of using computer-aided design simulations in teaching basic electronics at the college level. (Doctoral dissertation, North Carolina State University, 1990). Dissertation Abstracts International, 51, 04A.
Chen, F. S.(1995). A computer tutorial and simulation system for teaching digital function minimization. (Doctoral dissertation, Iowa State University, 1995).
Chien, C.(1998). The effectiveness of interactive computer simulations on college engineering student conceptual understanding and problem solving ability related to circular motion. (Doctoral dissertation, The Ohio State University, 1997). Dissertation Abstract International, 58(07), 2589A.
Electronics Workbench Software engineers(1996). Electronics Workbench user’s manual. Canada: Interactive Image Technologies Ltd..
Gokhale, A. A.(1989).Effectiveness of computer simulation versus lab and sequencing of instruction in teaching logic circuits. (Doctoral dissertation, Iowa State University, 1989). Dissertation Abstracts International, 51, 01A.
Landa, L. N.(1983). The algo-heuristic theory of instruction. Instructional-design theories and models, pp. 55-74.
Lanzing, J. W. A and Stanchev I.(1994). Visual aspects of courseware engineering. Journal of Computer Assisted Learning, Vol. 10, pp. 69-80.
Matthews, M. R.(1994). Science teaching: The role of history and philosophy of science. New York: Routledge.
Rieber, L. P.(1992). Computer based microworlds: A bridge between constructivism and direct instruction. ETR & D, 40(1), pp. 93-106.
Roy, R.(1968). Computer aided instruction for a course in Boolean algebra and logic design.(Project No. 5-1080). Troy, NY: Rensselaer Polytechnic Institute.
Skinner, B. F.(1968). The Technology of teaching, N. Y.: Applet on Century-Crofts.
TINA Software engineers(1994). Toolkit for interactive network analysis user’s manual. USA: Designsoft Inc.
Wager, W. & Gagne, R. M.(1988). Designing Computer-aided instruction. In D.H. Jonassen(Ed.), Instructional Designs for Microcomputer Courseware, Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 35-60.
Wilcocks, D. and Sanders, I.(1994). Animation Recursion As An Aid To Instruction. Computer Educ., Vol. 23, No.3, pp. 221-226.
Wilson, L. E.(1993). A dynamic comparison between computer-based and instruction traditional methods of instruction as applied to teaching digital circuit analysis. (Doctoral dissertation, United states International University, 1993). Dissertation Abstracts International, 54, 04A.
Yager, R. E.(1991). The constructivist learning model: Towards real reform in science education. The Science Teacher, 58(6), 52-57.