本研究旨在探討機器人教學對高中生工程設計表現的影響。本研究為準實驗研究，採用不等組前後測實驗設計，對象為台北市某高中高中一年級的四個班級，隨機分派為實驗組及控制組，進行教學實驗。本研究以乒乓球發射器作為教學實驗的單元，在實驗組進行機器人教學；控制組進行一般生活科技教學。本研究蒐集課程活動前的工程設計表現自我量表成績作為前測分數，課程活動後的工程設計表現自我量表成績做為後測分數。在量化資料的分析部分，利用SPSS 22.0 for Windows進行平均數、標準差、獨立樣本單因子共變數分析，最後闡明研究發現。
本研究的主要結論如下：1.機器人教學對工程設計之「限制」能力有正向影響。2.機器人教學對工程設計之「預測分析」「最佳化」能力無顯著正向影響。3.機器人教學對工程設計歷程之「定義問題」、「可行性分析」能力有正向影響。4.機器人教學對工程設計歷程之「確認需求」、「蒐集資料」、「產生想法」、「評估」、「實踐」能力無顯著正向影響。最後，本研究根據研究結果，針對機器人在高中端的教學以及後續研究，研提建議。

The Purpose of this study was to investigate the effect of Robot Teaching on Engineering Design Performance in Senior High School. A nonequivalent pretest-posttest quasi-experimental design was used in this research. The objects were four high school freshman classes selected from a city high school and randomly assigned to the experimental group and the control group. A learning activity named Table tennis launchers. The experimental was taught using robot learning, while the control group was taught using the traditional (usual) way. Participant student’s engineering design scale performances before and after the experiment were evaluated. The one-way analysis of covariance were performed in this research by SPSS 22.0 for Windows. Those main results of this research were:1. The robot learning had a positive effect on student’s “constraints” abilities. 2. The robot learning has no significant effect on student’s “optimization” and “predictive” abilities. 3. The robot learning had a positive effect on student’s “problem definition” and “feasibility analysis” abilities. 4. The robot learning has no significant effect on student’s “hypotheses confirmed”, “gather information”, “generate ideas”, “evaluation”, “working” abilities. Finally, recommendations and suggestions were addressed for implementation of robot learning and future studies based on results of this research.

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