本研究提出透過探究式學習及遊戲情境學習基礎程式設計，探討學習者是否可從學習遊戲程式設計過程中提升學習成就、態度及技能。部分學習者認為，程式設計難以理解，也沒有足夠的學習動機。然而，過去研究顯示，學習程式設計可培養邏輯思考及問題解決之能力。儘管學習程式設計有許多好處，但仍有學習者因找不到適合的學習方法而放棄學習。為解決上述的問題，本研究提出結合遊戲軟體情境之探究式學習法。目的是讓學習者藉由玩遊戲產生經驗，進而透過情境的關聯來學習原本陌生的程式語法，產生有意義的學習，並以Python「打磚塊」小遊戲為例，讓學習者學習基礎程式設計。本研究採個案研究法，研究對象為就讀資訊相關科系，卻對學習程式設計沒有信心的兩位學生；透過探究與結合遊戲情境進行學習，並觀察於學習程式設計前、中、後的過程與結果，探討學習前後成就、態度、技能的變化。研究結果發現，於教學實驗後，個案在學習成就方面有明顯的提升；學習態度方面則透過訪談及問卷顯示個案認同本研究之教學方法，且朝著正向積極的態度學習程式設計；學習技能方面則顯示個案提升成就後可獨立運用基礎程式設計技能。 The purpose of this research is to explore whether learners can improve their learning achievements, attitudes and skills in the process of learning game programming through inquiry-based learning and game scenario learning basic programming. This research proposes an inquiry-based learning method combined with game scenario. The purpose is to allow learners to generate experience by playing games, and then learn the unfamiliar programming syntax through contextual relevance to achieve meaningful learning. This research takes the ?Breakout? game written in Python as an example, allowing learners to learn basic programming through game code and scenario. This research adopts a case study method. The research participants are female students studying in the Department of Information Science, but they think it is very difficult to learn programming. This study proposes to learn through a combination of inquiry and game scenario, and observe the process and results of students before, during and after learning programming, and explore the changes in achievements, attitudes and skills before and after learning. The results of the study found that after the study of the game code proposed by this research, the cases have a significant improvement in learning achievement. In terms of learning attitude, interviews and questionnaire surveys show that the case agrees with the teaching method of this research and has a positive attitude towards learning program design. In terms of learning skills, the case can use these skills immediately after improving achievement.
