本研究希望藉由電腦樂高輔助，提升學生學習程式設計的成效。本研究以行動研究法進行，參與對象為某高中一年級正修習「計算機概論」科目的兩個班級，共七十九位學生。教學內容包括：程式設計簡介、循序結構、變數與運算式、條件判斷結構、副程式與函數、迴圈結構等。所有的教學單元均以電腦樂高程式的觀摩與實作，來輔助學生驗證所學的觀念。研究者在每一單元的教學過程中，均仔細觀察與記錄學生的學習情形，並進行自我省思，逐步調整教學策略。研究所蒐集與分析的資料包括：分組單元實作紀錄、活動問卷、成就測驗、學生小組訪談，與教學日誌等。
研究結果發現：多數學生認為使用電腦樂高，有助於提升學習程式設計興趣，並產生學習成就感。而應用電腦樂高輔助程式設計教學時，須給予學生充分的實作時間，並提供充足的軟硬體設備支援，以及適當的教學人力協助。此外，程式中驅動電腦樂高硬體的指令，是學生在學習上覺得困擾的地方。此次研究是研究者第一次正式使用傳統程式編輯環境以外的輔助教學工具，新教具的使用使研究者體會到：程式設計教學可藉由求新求變的方式，提高學生的學習成效。藉由此次研究，研究者也深刻了解教學上的團隊合作，以及觀察學生學習、獲得學習回饋的重要，並對於程式設計教學的目標有更深的體會。

The study used LEGOMindstorms as learning tool to enhance students’ interests and achievements in learning programming. Seventy-nine 10th grade students participated in this course. The programming concepts taught in this study are sequential structure (variables and expression), conditional structure, functions, and loop structures. To enhance students’ understanding of each concept, two stages of activities-demo and practice were implemented in each unit instruction. Students first verified these concepts by inspecting and practicing each assignment. Then they had to combine and organize these concepts to finish their final projects. Action research method was used to investigate students’ feedback and help the instructor (i.e. the researcher) adjust teaching processes and strategies. Collected and analyzed data included questionnaires, exam results, class observations, focus group interviews and instructor’s journals.
The findings revealed that using LEGOMindtorms in programming learning was helpful in promoting students’ motivation and achievements. However, students felt difficult in how to use instructions to drive the LEGOMindtorms hardware. It was found that sufficient practice time, more equipment and the instructor’s help were needed for students in LEGOMindtorms programming. In addition, experience in using LEGOMindtorms to teach programming helped the instructor better understand how to improve programming teaching by using various methods.

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