本研究旨在探討先備知識與不同程度線索對於程式語言陣列結構之學習成效的影響。81位普通高中附屬資訊科二年級的學生，以班級為單位分派為高線索輔助組、低線索輔助組進行教學實驗。
研究結果發現：(1)在學習成效方面，高線索組與低線索組不論在宣告性知識、程序性知識以及問題解決知識的表現皆無明顯差異；高先備知識學習者在宣告性知識、程序性知識以及問題解決知識的表現皆比低先備知識的學習者為佳；(2)在學習態度上就先備知識程度以及線索輔助的交互作用而言，不論是用心程度、接受度以及幫助度皆無交互作用存在。就用心程度而言，高線索組的用心態度比低線索組為佳，高先備知識組的用心態度比低先備知識組為佳。就接受度而言，高線索組與低線索組無顯著差異，高先備知識組與低先備知識組無明顯差異，各組態度皆為正向。就幫助度而言，高線索組感受的幫助程度比低線索組為佳，高先備知識與低先備知識無明顯差異，兩組態度皆為正向。

This study examined the effects of prior knowledge and type of problem-solving clue on high-school learners’ performance of Array programming. Participants were 81 information major senior high school students and were assigned to the problem-solving-clue groups (high vs. low) by class.
The results showed that (1) on the analysis of learning performance, two problem-solving-clue groups performed equally on declarative knowledge, procedure knowledge, and solved-problem knowledge, and the high prior-knowledge group performed better than the low prior-knowledge group on declarative knowledge, procedure knowledge, and solved-problem knowledge; (2) on the analysis of learning attitudes, learners showed positive attitudes toward Array learning. As for learners’ feeling of invested effort, the high problem-solving-clue group revealed higher effort than the low clue group, and the high prior-knowledge group showed higher effort than the low prior-knowledge group. As for the acceptance aspect, no matter problem-solving clue or prior knowledge did not show significant impact on the acceptance aspect. Finally, as for the helpfulness aspect, the high clue group showed higher scores than the low clue one, and there was no significant difference between the high prior-knowledge group and the low prior-knowledge group.

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