運用視覺化程式設計工具 降低學習程式設計之焦慮與提高學習動機

Abstract

This study explores the relationships among learning achievement, learning anxiety, and computer programming language for novices by using visual programming language, such as Scratch, for remedial instructions. The subjects (n=45) were freshman who took the C++ programming design course. “Anxiety of Learning Computer Programming” and “Playfulness and Enjoyment of Learning Computer Programming” questionnaires were used as the survey tools. The collected data was analyzed by descriptive statistics and the semi-structured interview. The experimental results show that the remedial instruction of using Scratch can reduce student's computer programming anxiety, and keep student's learning motivation of computer programming. The remedial instructions can improve learning achievement, especially for students with lower performance (n=12). Consequently, using Scratch for remedial instruction is recommended for instructors of computer programming.