隨著資訊科技與行動網路的發展，如何培養學生程式設計能力已成為越來越受到重視的教育議題。本研究提出結合雙層次測驗及回饋機制之程式設計學習模式，探討學生對於程式設計的概念或指令是否有迷思概念或替代概念的產生，並透過回饋機制的方式給予學生個人化的資訊，以改善學生在程式設計課程的學習成就及感受。為了瞭解結合雙層次測驗及回饋機制學習模式的可行性，本研究開發一個適用於Scratch程式設計課程的學習系統，並以準實驗設計的方式，將國中二年級4個班級共99位學生分為實驗組及控制組進行實驗。實驗組學生使用結合雙層次及回饋機制之學習系統；控制組則使用一般程式設計學習系統。透過實驗的結果，比較不同學習模式對於學生之學習成就、學習動機、問題解決思考傾向、認知負荷、科技接受度及學習模式之滿意度的差異。由實驗結果發現，結合雙層次測驗及回饋機制的學習模式，比一般程式設計教學模式，在學生的程式設計邏輯概念題型之學習成就、問題解決思考傾向、科技接受度、學習模式的滿意度具有顯著差異，對於程式設計的學習課程是有幫助的。未來建議可進行長時間的研究，深入探討學生的學習歷程及相關的統計分析。

With the rapid development in technology, it is important to develop student’s capabilities in programming as it is becoming a major point of interest in the field of education. This study uses a two-tier test method with an interactive feedback programming model to analyze student’s understanding of programming concepts and to give personalized feedback through their responses. It is hoped that this design will improve student’s academic achievement and learning experience. To understand the capabilities in this two-tier testing method, this study developed a learning system with the Scratch program developed by MIT. In a quasi-experimental design, 99 students were broken into a control and experiment group, with the experimental group using the two-tier method and control using a traditional learning program. This study compares the student’s academic achievement, motivation, complex problem solving, creativity, cognitive load, perceived ease of use, perceived usefulness, and satisfaction with the learning approach. It is found that the integrated two-tier test and feedback mechanism-based learning approach could enhance students’ learning performance of logical test and higher order thinking, such as complex problem solving, technology acceptance, and attitude toward learning science. It is suggested that the students’ learning process, can be explore in future long-term research.

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