本研究目的是開發與評估 LEGO Mindstorms NXT 模組之 3D 模擬軟體，並提出對未來發展類似機器人 3D 模擬軟體之建議。本研究使用 Waterfall Model 開發模擬軟體，首先分析 NXT 機器人模組之 3D 模擬軟體的設計需求，再使用Microsoft Robotics Developer Studio與Microsoft Visual Studio 2008實作模擬軟體；接著進行教師及學生使用模擬軟體評估，並依據評估結果做軟體的修改。
　　研究結果發現： (1) 除了聲音感應器未能模擬之外，教師及學生皆認為模擬軟體能模擬實體機器人行為動作。 (2) 教師及學生皆認為模擬軟體能模擬真實世界的 3D 環境，惟地圖內容物可再豐富些。 (3) 教師及學生皆認為模擬軟體使用者介面很方便。 (4) 教師及學生皆認為使用模擬軟體的程式編輯器輸入與傳輸程式至模擬軟體很方便，惟與實體機器人程式編輯器的操作介面有些微差異。 (5) 教師及學生皆認為以幾乎同樣的指令即可適用於模擬軟體與實體機器人的操控。建議未來發展類似模擬軟體時，需求分析可參考學生的意見，以及實體機器人與模擬軟體使用相同之程式編輯器。

This study developed and evaluated a 3D simulator for LEGO Mindstorms NXT module. Suggestions on developing a similar 3D robot simulator were also proposed. The waterfall software engineering approach was employed to develop the simulator. The simulator was evaluated by both high school computer teachers and students for its appropriateness on instructional purposes. Final revisions on the simulator were made based on the evaluation results.
　　The findings of this study were: (1) The simulator successfully simulated the behaviors of the physical robot except the feature of a sound sensor. (2) The simulator could provide a 3D environment similar to that of a real world. (3) Teachers and students considered the user interface of the simulator easy to use. (4) Teachers and students considered the program editor (Microsoft Visual Studio 2008) for the simulator easy to use. (5) The instructions for controlling the simulation robots worked the same ways as controlling the physical robot. We suggested that a careful requirement analysis from student perspectives is necessary for future improvement of the simulator.

林恬忻（2006）：於國中實施Alice程式設計教學行動研究。未出版碩士論文，國立台灣師範大學資訊教育研究所，台北市。
許雅慧（2006）：應用LEGO Mindstorms視覺化環境輔助程式設計觀念學習。未出版碩士論文，國立台灣師範大學資訊教育研究所，台北市。
曾義智（2007）：應用機器人於程式設計教學—實體機器人與模擬軟體使用成效比較。未出版碩士論文，國立台灣師範大學資訊教育研究所，台北市。
劉洲（2005）：應用Lego Mindstorms在高中程式設計教學的成效探討。未出版碩士論文，國立台灣師範大學資訊教育研究所，台北市。
謝亞錚（2009）：機器人輔助程式設計教學之學習成效與學生心智模型探討。未出版碩士論文，國立台灣師範大學資訊教育研究所，台北市。
Becker, B. W. (2001). Teaching CS1 with karel the robot in Java. Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education, 50-54.
Bergin, J., Stehlik, M., Roberts, J., & Pattis, R. (2004). Karel J. Robot: A Gentle Introduction to the Art of Object-Oriented Programming in Java, http://csis.pace.edu/~bergin/KarelJava2ed/Karel++JavaEdition.html
Blank, D. (2006). Robots make computer science personal. Communications of the ACM, 49(12), 25-27.
Boehm, B. W. (1988). A Spiral Model of Software Development and Enhancement.
Computer, 21(5), 61-72.
Borge, R., Fjuk, A., & Groven, A. K. (2004). Using Karel J Collaboratively to Facilitate Object-Oriented Learning. Proceedings of the IEEE International Conference on Advanced Learning Technologies (ICALT'04)-Volume 00, 580-584.
Brusilovsky, P., Calabrese, E., Hvorecky, J., Kouchnirenko, A., & Miller, P. (1997). Mini-languages: a way to learn programming principles. Education and Information Technologies, 2(1), 65-83.
Colaso, V., Kamal, A., Saraiya, P., North, C., McCrickard, S., & Shaffer, C. A. (2002). Learning and Retention in Data Structures: A Comparison of Visualization, Text, and Combined Methods. Proceedings of the World Conference on Educational Multimedia/Hypermedia and Educational Telecommunications (ED-MEDIA 2002), June 2002.
Cooper, S., Dann, W., & Pausch, R. (2000). Alice: a 3-D tool for introductory programming concepts. Proceedings of the fifth annual CCSC northeastern conference on the journal of computing in small colleges, 107-116.
Cooper, S., Dann, W., & Pausch, R. (2003). Teaching objects-first in introductory computer science. Proceedings of the 34th SIGCSE technical symposium on Computer science education, 191-195.
Cooper, S., Dann, W., & Pausch, R. (2003). Using Animated 3D Graphics to Prepare Novices for CS1. Computer Science Education, 13(1), 3-30.
Dagdilelis, V., Satratzemi M., & Evangelidis, G. (2004). Introducing secondary education students to algorithms and programming. Education and Information Technologies, 9(2), 159-173.
Dagdilelis, V., Sartatzemi, M., & Kagani, K. (2005). Teaching (with) Robots in Secondary Schools: Some New and Not-So-New Pedagogical Problems. In ICALT’05 - Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies, 757-761.
Fagin, B. (2003). Ada/Mindstorms 3.0. Robotics & Automation Magazine, IEEE, 10(2), 19-24.
Fagin, B. S., & Merkle, L. (2002). Quantitative analysis of the effects of robots on introductory Computer Science education. Journal on Educational Resources in Computing, 2(4), 1-17.
Flowers, T. R., & Gossett, K. A. (2002). Teaching problem solving, computing, and information technology with robots. Journal of Computing Sciences in Colleges, 17(6), 45-55.
Grega W., Pilat A. (2008). Real-time Control Teaching Using LEGO MINDSTORMS NXT Robot. Proceedings of RTS'08 – International Conference on Computer Science and Information Technology, Wisla, Poland.
Hartmann, W., Nievergelt, J., & Reichert, R. (2001). Kara, finite state machines, and the case for programming as part of general education. Symposia on Human-Centric Computing Languages and Environments, 135-141.
Jenkins, T. (2002). On the difficulty of learning to program. 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences, 12-18, Loughborough.
Kelleher, C., & Pausch, R. (2005). Lowering the barriers to programming: a survey of programming environments and languages for novice programmers. ACM Computing Surveys, 37(2), 83-137.
Lahtinen, E., Ala-Mutka, K., & Jarvinen, H.-M. (2005). A study of the difficulties of novice programmers. Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education, Caparica, Portugal.
Ma, J., & Nickerson, J. V. (2006). Hands-on, simulated, and remote laboratories: A comparative literature review. ACM Computing Surveys (CSUR), 38(3).
Mannila, L., Peltomaki, M., & Salakoski, T. (2006) What about a simple language?
Analyzing the difficulties in learning to program. Computer science education,
16(3), 211-227.
Miglino, O., Lund, H. H., & Cardaci, M. (1999). Robotics as an Educational Tool. Journal of Interactive Learning Research, 10(1), 25-47.
Moskal, B., Lurie, D., & Cooper, S. (2004). Evaluating the effectiveness of a new instructional approach. Proceedings of the 35th SIGCSE technical symposium on Computer science education, 75-79.
Papert, S. (1980). Mindstorms: children, computers, and powerful ideas: Basic Books Inc, NY, USA.
Reichert, R., Nievergelt, J., & Hartmann, W. (2001). Programming in Schools - Why, and How. Retrieved 2010.6 from http://www.swisseduc.ch/informatik/karatojava/docs/programming_why_how.pdf
Rieber, L. P. (1992). Computer-based microworlds: A bridge between constructivism and direct instruction. Educational Technology Research and Development, 40(1), 93-106.
Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research and Development, 44(2), 43-58.
Schumacher, J., Welch, D., & Raymond, D. (2001). Teaching introductory programming, problem solving and information technology with robots at West Point. Frontiers in Education Conference, 2001. 31st Annual, 2.
Soloway, E. (1993). Should we teach students to program. Communications of the ACM, 36(10), 21-24.
Sommerville, I. (2004). Software Engineering (7th Edition). MA: Addison Wesley.
van Lith, P.(2007). Teaching Robotics in Primary and Secondary schools. Proceedings,
ComLab International Conference 2007, Computerised laboratory in science and
technology education, November 30 - December 1, Radovljica, Slovenia.
Wolfe, D., Gossett, K., Hanlon, P. D., & Carver Jr, C. A. (2003). Active learning using mechatronics in a freshman information technology course. Frontiers in Education, 2003. FIE 2003. 33rd Annual, 3.
Xinogalos, S. (2003). ObjectKarel: a didactic microworld for teaching object-oriented programming. ACM SIGCSE Bulletin, 35(3), 233-233.