本研究旨在探討小學生使用不同合作學習模式於程式語言教育桌遊《機器人蓋程式》之學習成效，透過遊戲式學習培養小學生運算思維，還進一步結合了擴增實境為輔助系統的學習方式，將運算思維的邏輯實際轉換為對應的程式語言內容。本研究採二因子實驗設計，以台北某國小之104位三年級生為受測對象，實驗組1為有各自角色並結合擴增實境、實驗組2為共用角色並結合擴增實境、實驗組3為有各自角色、控制組班級為共用角色，皆是採兩人一組的合作學習模式遊玩。本研究欲提升學生之學習動機、問題解決能力傾向、創造力自我效能、及認知負荷，最後再針對學生使用擴增實境輔助系統的行為作滯後序列分析並探討。
研究結果顯示學生之學習成就前後測皆有顯著差異，而使用各自角色並在沒有輔助系統的導入下在內在動機有顯著差異，顯示輔助系統的導入會弱化桌遊本身能強化學生之間的互動，並根據學生使用輔助系統的行為分析，顯示學生會有基本的問題解決能力，但若沒有教師的輔助，學生在面對較需要高層次思考的問題遇到挫折時，會選擇略過問題或放棄。

With the important concept of Computational thinking, more and more educators tempt to integrate it into K-12 education. In this study, we introduced an educational programming board game, Robot City, in order to cultivate students’ Computational thinking skills through the game. The purpose of this study is to explore the learning outcomes of primary school students using different Cooperative learning strategies through Game-based learning. We further combine the use of Augmented reality as a learning assisted material, which can transform the logic of computational thing into the corresponding programming language content. With a two-factorial experiment, 104 third grades students were divided into four groups. Experimental 1 was students who have their own game characters and combine the use of Augmented reality system; Experimental 2 was students who share the characters with their partners and combine the use of Augmented reality system; Experimental 3 was students who have their own game characters; while the Control group was share the characters with their partners.
The results of this study shows that there are significant differences in the learning outcomes due to the test results. While students who have their own game characters with no use of Augmented reality system have significant differences in the intrinsic motivation. According to the behavior analysis of students using the Augmented reality system, students are shown to have basic problem-solving skills. While faced with the need for high-level thinking, students are intent to give up or skip the problem without a teacher’s help.

參考文獻
一、中文部分
林育慈、吳正已 (民105)。運算思維與中小學資訊科技課程。教育脈動，(6)，5-20。
吳美慧 (民103)。合作學習對國小二年級學生數學領域學習成效影響之研究(碩士論文)。取自http://ntcuir.ntcu.edu.tw/handle/987654321/812
教育部 (民105)。國家教育研究院十二年國教各領域/科目課程綱要課程手冊初稿。科技領域課程手冊。
 
二、英文部分
Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334-342.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.
Alvarez, V. (2017). Engaging students in the library through tabletop gaming. Knowledge Quest, 45(4), 40-49.
Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual Environments, 6(4), 355-385.
Backlund, P., & Hendrix, M. (2013). Educational games-are they worth the effort? A literature survey of the effectiveness of serious games. In 2013 5th international conference on games and virtual worlds for serious applications (VS-GAMES) (pp. 1-8). IEEE.
Baines, L. A., & Slutsky, R. (2009). Developing the sixth sense: Play. Educational HORIZONS, 87(2), 97-101.
Bakeman, R., & Gottman, J. (1997). Observing interaction: An introduction
to sequential analysis. Cambridge University Press
Balanskat, A., & Engelhardt, K. (2014). Computing our future: Computer programming and coding-Priorities, school curricula and initiatives across Europe. European Schoolnet.
Barker, L. J., McDowell, C., & Kalahar, K. (2009). Exploring factors that influence computer science introductory course students to persist in the major. In ACM SIGCSE Bulletin(Vol. 41, pp. 153-157). ACM.
Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn?: A taxonomy for far transfer. Psychological Bulletin, 128(4), 612-637.
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is Involved and what is the role of the computer science education community?. Inroads, 2(1), 48-54.
Bayeck, R. Y. (2018). A review of five African board games: is there any educational potential?. Cambridge Journal of Education, 48(5), 533-552.
Bennedsen, J., Caspersen, M. E., & Kölling, M. (Eds.). (2008). Reflections on the teaching of programming: Methods and implementations (Vol. 4821). Springer.
Berland, M., & Lee, V. R. (2011). Collaborative strategic board games as a site for distributed computational thinking. International Journal of Game-Based Learning (IJGBL), 1(2), 65-81.
Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145-157.
Billinghurst, M., & Kato, H. (2002). How the virtual inspires the real. Communications of the ACM, 45(7), 64-70.
Bitter, G., & Corral, A. (2014). The pedagogical potential of augmented reality apps. Journal of Engineering Science Invention ISSN (Online), 2319, 13-17.
Calle-Bustos, A. M., Juan, M. C., García-García, I., & Abad, F. (2017). An augmented reality game to support therapeutic education for children with diabetes. PloS one, 12(9), e0184645. Retrieved from https://doi.org/10.1371/journal.pone.0184645.
Capar, G., & Tarim, K. (2015). Efficacy of the Cooperative Learning Method on Mathematics Achievement and Attitude: A Meta-Analysis Research. Educational Sciences: Theory and Practice, 15(2), 553-559.
Chang, C. K., & Hsu, C. K. (2011). A mobile-assisted synchronously collaborative translation–annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning, 24(2), 155-180.
Chen, C. C., & Huang, T. C. (2012). Learning in a u-Museum: Developing a context-aware ubiquitous learning environment. Computers & Education, 59(3), 873-883.
Chen, D. R., Chen, M. Y., Huang, T. C., & Hsu, W. P. (2013). Developing a mobile learning system in augmented reality context. International Journal of Distributed Sensor Networks, 9(12), 594627.
Chen, Y., & Pu, P. (2014, April). HealthyTogether: exploring social incentives for mobile fitness applications. In Proceedings of the second international symposium of chinese chi (pp. 25-34). ACM.
Clark, K., Brandt, J., Hopkins, R., & Wilhelm, J. (2009). Making games after school: Participatory game design in non-formal learning environments. Educational Technology, 49(6), 40-44.
Coull, N. J., & Duncan, I. M. (2011). Emergent requirements for supporting introductory programming. Innovation in Teaching and Learning in Information and Computer Sciences, 10(1), 78-85.
CSTA, C. (2017). About the CSTA K-12 computer science standards. Retrieved from https://www.csteachers.org/page/standards/
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66-69.
Denner, J., Werner, L., Campe, S., & Ortiz, E. (2014). Pair programming: Under what conditions is it advantageous for middle school students?. Journal of Research on Technology in Education, 46(3), 277-296.
DeVries, D. L., & Slavin, R. E. (1978). Teams-games-tournament: A final report on the research. Center for Creative Leadership.
Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586-596.
Duncan, Greg J., Dowsett, Chantelle J., Claessens, Amy, Magnuson, Katherine, Huston, Aletha C., Klebanov, Pamela, Pagani, Linda S.,Feinstein, Leon,Engel, Mimi, Brooks-Gunn, Jeanne, Sexton, Holly, Duckworth, Kathryn, Japel, Crista. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446.
Ewoldsen, D. R., Eno, C. A., Okdie, B. M., Velez, J. A., Guadagno, R. E., & DeCoster, J. (2012). Effect of playing violent video games cooperatively or competitively on subsequent cooperative behavior. Cyberpsychology, Behavior, and Social Networking, 15(5), 277-280.
Falkner, K., Vivian, R., & Falkner, N. (2014, January). The Australian digital technologies curriculum: challenge and opportunity. In Proceedings of the Sixteenth Australasian Computing Education Conference-Volume 148 (pp. 3-12). Australian Computer Society, Inc..
Fleck, S., & Simon, G. (2013, November). An augmented reality environment for astronomy learning in elementary grades: an exploratory study. In Proceedings of the 25th Conference on l'Interaction Homme-Machine (p. 14-22). ACM.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Glass, A. L., & Holyoak, K. J. (1986). Cognition . Singapore.
Gobet, F., Retschitzki, J., & de Voogt, A. (2004). Moves in mind: The psychology of board games. Psychology Press.
Google. (2015). Exloring Computational Thinking. Retrieved from https://edu.google.com/resources/programs/exploring-computational-thinking/
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38-43.
Gruending, D. L., Fenty, D., & Hogan, T. (1991). Fun and games in nursing staff development. The Journal of Continuing Education in Nursing, 22(6), 259-262.
Guzdial, M. (2008). Education Paving the way for computational thinking. Communications of the ACM, 51(8), 25-27.
Guzdial, M. (2011). A definition of computational thinking from Jeannette Wing. Computing Education Blog. Retrieved from https://computinged.wordpress.com/
Han, K., Lee, E., & Lee, Y. (2006). The effects of pair programming on achievement and motivated strategies in programming course. The Journal of Korean Association of Computer Education, 9(6), 11-28.
Heintz, F., Mannila, L., & Färnqvist, T. (2016). A review of models for introducing computational thinking, computer science and computing in K-12 education. In Frontiers in education conference (FIE), 2016 IEEE (pp. 1-9). IEEE.
Hou, H. T., Chang, K. E., & Sung, Y. T. (2008). Analysis of problem-solving-based online asynchronous discussion pattern. Journal of Educational Technology & Society, 11(1), 17-28.
Hwang, Y., & Shin, D. (2018). The roles of visual experience in enhancing user performance in virtual environments. Social Behavior and Personality, 46(1), 11-24.
Hsu, C. C., & Wang, T. I. (2018). Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers & Education, 121, 73-88.
Hsu, T. C., Chang, S. C., & Hung, Y. T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296-310.
Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game‐based learning research: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), E6-E10.
Hwang, G. J., Yang, L. H., &; Wang, S. Y. (2013), A concept map-embedded educational computer game for improving students’ learning performance in natural science courses. Computers & Education, 69, 121-130.
Jin, Y., & Li, J. (2017). When newbies and veterans play together: The effect of video game content, context and experience on cooperation. Computers in Human Behavior, 68, 556-563.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The new circles of learning: Cooperation in the classroom and school. ASCD.
Kazimoglu, C., Kiernan, M., Bacon, L., & MacKinnon, L. (2010). Developing a game model for computational thinking and learning traditional programming through game-play. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1378-1386). Association for the Advancement of Computing in Education (AACE).
Kalelioglu, F., Gülbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583-596.
Kazimoglu, C., Kiernan, M., Bacon, L., & MacKinnon, L. (2012). Learning programming at the computational thinking level via digital game-play. Procedia Computer Science, 9, 522-531.
Ke, F., & Grabowski, B. (2007). Gameplaying for maths learning: cooperative or not?. British Journal of Educational Technology, 38(2), 249-259.
Kirikkaya, E. B., Iseri, S., & Vurkaya, G. (2010). A Board Game about Space and Solar System for Primary School Students. Turkish Online Journal of Educational Technology-TOJET, 9(2), 1-13.
Kong, S. C. (2016). A framework of curriculum design for computational thinking development in K-12 education. Journal of Computers in Education, 3(4), 377-394.
Kuo, F. R., Hwang, G. J., & Lee, C. C. (2012). A hybrid approach to promoting students’ web-based problem-solving competence and learning attitude. Computers & Education, 58(1), 351-364.
Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning time on students' conception of collaboration, communication, complex problem–solving, meta–cognitive awareness and creativity. International Journal of Mobile Learning and Organisation, 8(3-4), 276-291.
Lim, S., & Lee, J. E. R. (2009). When playing together feels different: Effects of task types and social contexts on physiological arousal in multiplayer online gaming contexts. CyberPsychology & Behavior, 12(1), 59-61.
Liu, E. Z. F., & Chen, P. K. (2013). The effect of game-based learning on students’ learning performance in science learning–A case of “Conveyance Go”. Procedia-Social and Behavioral Sciences, 103, 1044-1051.
Liu, P. H., & Tsai, M. K. (2013). Using augmented‐reality‐based mobile learning material in EFL English composition: An exploratory case study. British Journal of Educational Technology, 44(1), E1-E4.
Marker, A. M., & Staiano, A. E. (2015). Better together: outcomes of cooperation versus competition in social exergaming. Games for Health Journal, 4(1), 25-30.
Matcha, W., & Rambli, D. R. A. (2011, November). Preliminary investigation on the use of augmented reality in collaborative learning. In International Conference on Informatics Engineering and Information Science (pp. 189-198). Springer, Berlin, Heidelberg.
Mayer, B., & Harris, C. (2010). Libraries got game: Aligned learning through modern board games. American Library Association.
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-7
Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J. L., & Fernández-Manjón, B. (2008). Educational game design for online education. Computers in Human Behavior, 24(6), 2530-2540.
Nieh, H. P., & Wu, W. C. (2018). Effects of a Collaborative Board Game on Bullying Intervention: A Group‐Randomized Controlled Trial. Journal of School Health, 88(10), 725-733.
Oblinger, D., Oblinger, J. L., & Lippincott, J. K. (2005). Educating the net generation. EDUCAUSE.
Oranç, C., & Küntay, A. C. (2019). Learning from the real and the virtual worlds: Educational use of augmented reality in early childhood. International Journal of Child-Computer Interaction.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
Radu, I. (2014). Augmented reality in education: a meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543.
Salmina, N. G., & Tihanova, I. G. (2011). Psychological and pedagogical expertise of board games. Psychological Science and Education, 2011(2), 18-25.
Sarıtepeci, M., & Durak, H. (2017). Analyzing the effect of block and robotic coding activities on computational thinking in programming education. Educational Research and Practice, 490-501.
Shih, J. L., Shih, B. J., Shih, C. C., Su, H. Y., & Chuang, C. W. (2010). The influence of collaboration styles to children’s cognitive performance in digital problem-solving game “William Adventure”: A comparative case study. Computers & Education, 55(3), 982-993.
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142-158.
Slavin, R. E. (1995).Cooperative learning: Theory, research, and practice. Boston.
Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers & Education, 79, 59-68.
Specht, M., Ternier, S., & Greller, W. (2011). Dimensions of mobile augmented reality for learning: a first inventory. Journal of the Research Center for Educational Technology, 7(1), 117-127
Sutherland, I. E. (1968, December). A head-mounted three dimensional display. In Proceedings of the December 9-11, 1968, fall joint computer conference, part I (pp. 757-764). ACM.
Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference matching on flow experience and programming performance in game‐based learning. Innovations in Education and Teaching International, 47(1), 39-52.
Wei, X., Weng, D., Liu, Y., & Wang, Y. (2015). Teaching based on augmented reality for a technical creative design course. Computers & Education, 81, 221-234.
Williams, L., Yang, K., Wiebe, E., Ferzli, M., & Miller, C. (2002). Pair programming in an introductory computer science course: Initial results and recommendations. In OOPSLA Educator's Symposium. Seattle.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical transactions of the royal society of London A: mathematical, physical and engineering sciences, 366(1881), 3717-3725.
Wing, J. M. (2014). Computational thinking benefits society, 40th Anniversary Blog of Social Issues in Computing. New York: Academic Press.
Yu, F. Y., & Chen, Y. J. (2014). Effects of student‐generated questions as the source of online drill‐and‐practice activities on learning. British Journal of Educational Technology, 45(2), 316-329
Zakaria, E., & Zanathon, I. (2007). Promoting cooperative learning in science and mathematics education: A Malaysian perspective. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 35-39.