在現今全球科技快速發展下，科技已對人類生活造成深深地影響，程式設計能力也被視為二十一世紀最重要技能之一，為因應這樣的趨勢，各國皆積極投入程式教育，許多教育家也不斷尋找更有效的教學模式，以期望能增加整個國家的競爭力。因此，本研究目的在探討實施融入「設計導向學習」於APP程式設計課程，對於學生的溝通協調能力、團隊合作能力、批判性思維能力與程式設計學習成效之影響，以期望增加此領域之研究廣度。
研究者將「設計思考」步驟融入APP程式設計課程教學方案，採「單組前後測設計」的研究方法，以某國立科技大學研究生為研究對象進行為期 17 週的實驗教學，每週一次150 分鐘。學生在學習的過程中必須運用「設計思考」五個步驟進行設計，開發出符合健康相關議題的 iOS系統APP。其後，研究者透過問卷調查、教師平時所給之期末專案成績為主的量化分析資料，此外，並以現場的教室觀察日誌與課後訪談等質性資料為輔進行分析與研究。
研究結果發現：
（一）融入設計導向學習於APP程式設計課程對於學生的溝通協調能力，整體與「社交鎮靜」構面有正面且顯著的影響。
（二）融入設計導向學習於APP程式設計課程對於學生的團隊合作能力並無顯著的影響。
（三）融入設計導向學習於APP程式設計課程對於學生的批判性思維能力並無顯著的影響。
（四）融入設計導向學習於APP程式設計課程對於學生的學習成效有正面且顯著的影響。
（五）在不同關鍵能力與學生的APP程式設計學習成效中，僅「批判性思維能力」與學習成效有正向且顯著的相關性。
最後，研究者根據本研究之發現，提出相關討論與未來研究建議。

With the rapid development of global technology nowadays, technology has already had a profound impact on human life, and programming ability is also regarded as one of the most important skills in the 21st century. In response to this trend, countries are actively investing in programming education. Many educators are also constantly looking for more effective teaching models, hoping to increase the competitiveness of the entire country. Therefore, the purpose of this research is to explore the impact of the integration of "design-based learning" into the APP programming course on students’ communication, collaboration, critical thinking, and programming learning outcome.
The researchers incorporated the steps of “design thinking” into the lesson plan of the APP programming course, adopted the research method of “single-group pretest-posttest design”, and taken 14 graduate students from National University of Science and Technology as subjects of study. During the 17 weeks of the course, each class session lasted 150 minutes, students must use the five steps of "design thinking" to design and develop an iOS APP that meets health-related issues. After the course, data gathered from questionnaires, final project grades, class observation, and interviews are used for analysis.
The results of the study are as the following:
1.Integrating design-based learning into the APP programming course has a positive and significant impact on the students' overall communication and its sub-construct, the "social composure" aspect.
2.Integration of design-based learning in APP programming course has no significant impact on students' collaboration and critical thinking.
3.Integrating design-based learning into APP programming course has a positive and significant impact on students' learning outcome.
4.Among the different core competencies, only "critical thinking" has a positive and significant correlation with learning outcome of the students who participated in the programming course.
Finally, based on the findings of the study, suggestions for teachers and administration and future studies are discussed.

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