本研究旨在探討目標設定及引導策略對於國中學習者在機器人程式設計學習成效及學習動機。本研究之學習者依循學習單任務之目標設定及智慧眼鏡提供引導之範例影片進行機器人專題。本研究採因子設計之準實驗研究法，研究對象為八年級學習者，參與者為新北市某國中八年級159位學生，有效樣本141人。自變項包含目標設定、引導策略及先備知識；目標設定依任務目標屬性分為「整體目標」與「階段目標」；引導策略依引導方式分為「問題引導」與「程序引導」；先備知識依學習者前測成績分為「高先備知識」與「低先備知識」。依變項包含程式設計之學習成效(知識記憶、知識理解、知識應用)與學習動機(價值成分、期望成分)。
研究結果顯示：就學習成效而言，(1)在知識記憶方面，高先備知識學習者表現優於低先備知識學習者；整體目標組結合問題引導策略在知識記憶學習表現優於結合程序引導策略；(2)在知識理解方面，以整體目標為目標設定時，高先備知識學習者表現優於低先備知識學習者；(3)在知識應用方面，高先備知識學習者表現上優於低先備知識學習者；問題引導組學習表現優於程序引導組。在學習動機方面，(4)各實驗組學習者對機器人程式設計學習活動皆抱持著正向的學習動機，而問題引導組學習者有較高的學習動機表現。

The purpose of this study was to investigate the effects of types of goal-setting, learning guidance and prior knowledge on junior high school students’ learning performance and motivation toward robot programming. A quasi-experimental design was employed and a total of 141 eighth graders participated in the experimental activity. The independent variables included types of goal-setting (long-term goals vs. sub-term goals), learning guidance (question-guidance vs. procedure-guidance), and prior knowledge (high vs. low). The dependent variables were students’ learning performance and motivation.
The results revealed that: (a) for the comprehension performance, the high-prior knowledge group outperformed the low-prior knowledge group while receiving the long-term goal; the long-term goal combined with the question-guidance led to better comprehension performance; (b) as for the application performance, learners with high-prior knowledge had superior performance than the learners with low-prior knowledge did, and the question-guidance group outperformed the procedural-guidance group; and (c) all participants showed positive motiviation toward the robot programming learning, and particularly, the question-guidance group revealed higher degree of motiviation than the procedure-guidance group did.

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