本研究旨在探討以不同類型概念模型呈現方式對程式語言學習成效之影響。研究樣本為高職二年級135位學生。在教學實驗中，概念模型呈現的類型分為：以紙本呈現概念模型(傳統教學組)、教師以多媒體演示概念模型(教師演示組)及學習者自行操作多媒體概念模式之呈現(自行操作組)等三種不同之呈現方式；先備知識則依程式語言先備知識區分為高先備知識與低先備知識兩組。
研究結果發現：(1)在「程式碼評估」的學習成效上，概念模型與先備知識的交互作用的影響達顯著水準。在低先備知識學習者中，傳統教學組與教師演示組顯著優於學習者自行操作組，傳統教學組與教師演示組間則無顯著差異；在高先備知識學習者中，三組間無顯著差異。(2)在「程式碼產生」的學習成效上，教師演示組顯著優於傳統教學組，但教師演示組與學習者自行操作組間無顯著差異。(3)在學習態度方面，學習者對概念模型的接納程度及對概念模型能幫助學習都傾向正面的看法，其中學習者自行操作組對概念模型的接納程度顯著高於教師演示組。

The purpose of this study was to investigate the effects of type of conceptual model use on senior high students’ performance of learning programming control structures and attitudes toward computer-based multi-media conceptual models. Subjects were assigned to one of three experiment groups: paper-based conceptual model (the traditional group), computer-based multimedia conceptual model as demonstrating tool (the instructor-demonstrating group) and learner-control conceptual model (the learner-control group). Learners were identified as high prior knowledge or low prior knowledge in accordance with their performance on the computer programming prior knowledge test.
The results showed that, for the high prior knowledge learners, the traditional group and the instructor-demonstrating group scored significantly higher than the learner-control group on code evaluation performance. On the other hand, for the low prior knowledge learners, there was no significant difference among the three groups on code evaluation performance. On the analysis of code generation performance, the instructor-demonstrating group scored significantly higher than the traditional group. Finally, learners showed positive preferences toward using the computer-based multimedia conceptual model and the learner-control group revealed more positive acceptance toward the use of computer-based multimedia conceptual model than the instructor-demonstrating group.

吳正己 (民88)。類比式電腦教材研究發展(三)：教材評估，行政院國家科學委員會專題研究計畫，計畫編號： NSC86-2511-S-003-031 ，台北。
吳正己、龐能一 (民86)。類比在高中職計算機概論教科書的應用分析。師大學報，40，157-186。國立台灣師範大學。
吳正己、龐能一、林挺裕(民87)。類比在電腦教學的應用及其限制。師大學報，41，109-132。國立台灣師範大學。
林清山 譯(民87)。教育心理學-認知取向。台北市：遠流出版社
(Educational psychology: A cognitive approach by Richard E. Mayer)
張春興 (民87)。教育心理學-三化取向的理論與實踐。台北市：台灣東華書局。
陳明溥 (民89)。認知負載對網路化學習之影響，行政院國家科學委員會專題研究計畫，計畫編號： NSC88-2520-S-003-005 ，台北。
鄧佳恩 (民85)。空間能力與視覺化模擬軟體對學生學習遞迴的影響。國立台灣師範大學資訊研究所碩士論文。

Bagui, S. (1998). Reasons for increased learning using multimedia. Journal of educational multimedia and hypermedia, 7(1), 3-18.
Bayman, P. & Mayer, R. E. (1988). Using conceptual models to teach BASIC computer programming. Journal of Educational Psychology, 80(3), 291-298.
Boles, W. W., Pillay, H.& Raj, L. (1999). Matching cognitive styles to computer-based instruction: an approach for enhanced learning in electrical engineering. Journal of Engineering Education, 24(4), 371-383.
Byrne, M. D., Catrambone, R. & Stasko, J. T. (1999). Evaluating animations as student aids in learning computer algorithms. Computers & Education, 33, 253-278.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.
Choi-koh, S. S. (2000). A problem-solving model of quadratic min values using computer. Journal of Instructional Media, 27(1),73-82
Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-210.
Gyselick, V., Ehrlich, M.-F., Cornoldi, C., de Beni, R., & Dubois, V. (2000). Visuospatial working memory in learning from multimedia system. Journal of Computer Assisted Learning, 16(2), 167-176.
Iding, M. (2000). Is seeing believing? Features of effective multimedia for learning science. International Journal of Instructional Media, 2000, 27(4), 403-415.
Lin, J. M.-C., Wu, C.-C., & Liu, H.-J. (1999). Using SimCPU in cooperative learning laboratories. Journal of Educational Computing Research, 20(3), 251-269.
Mayer, R. E. & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4), 484-490.
Mayer, R. E. & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401.
Moreno, R., & Mayer, R. E.(1999). Multimedia-supported metaphors for meaning making in mathematics. Cognition and Instruction, 17(3), 215-248.
Myers, B. A. (1990). Taxonomies of visual programming and program visualization. Journal of Visual Languages and Computing, 1, 97-123.
Najjar, L.J. (1996). Multimedia Information and Learning. Journal of Educational Multimedia and Hypermedia, 5(2), 129-150.
Norman, D. A. (1983). Some observation of mental models. In D. Gentner, & A. L. Stevens (Eds.), Mental Models. Hillsdale, HJ: Lawence Erlbaum Associates, Inc.
Ramadhan, H. A. (2000). Programming by discovery. Journal of Computer Assisted Learning, 16,83-93.
Rieber, L. (1997). Animation as a distractor to learning. International Journal of Instructional Media, 23(1),53-57.
Schnackenberg, H. J. & Salivan, H. J. (2000). Learner control over full and lean computer-based instruction under differing ability levels. Educational Technology Research and Development, 48(2), 19-35.
Singhanayok, C., & Hooper, S. (1998). The effects cooperative learning and learner control on students’ achievement, option selections, and attitudes. Educational Technology Research and Development, 46(2), 17-33.
Schunk, D. H. (1996). Learning Theories: An educational Perceptive. NJ: Prentice-Hall.
Shih, Y.-F. & Alessi, S. M. (1993). Mental models and transfer of learning in computer programming. Journal of Research on Computing in Education, 26(2), 154-175.
Sweller, J. & Chanadler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185-233.
Wu, C.-C., Lin, J. M.-C., & Hsu, I. Y.-W. (1997). Closed laboratories using SimLIST and SimRECUR. Computers and Education, 28(1), 55-64.