本研究探討程式設計初學者在圖像型與文字型程式介面中的閱讀理解成效、認知負荷、程式設計自我效能以及視覺注意力分布的差異；採用程式設計自我效能量表以及眼球追蹤儀蒐集受試者的生理資訊，再用Real Gaze軟體和WEDA系統輸出資料。觀察70位程式學習經驗一年以下的大專院校學生在閱讀Scratch(圖像組)與Python(文字組)程式的眼動數據，並搭配任務結果及訪談資料分析。結果顯示，圖像組學生的閱讀理解成效較佳、演算法面向自我效能高且並能引導視覺注意力到迴圈訊息內，但從訪談中得知部分學生對於圖像型程式的色塊意義產生混淆；而文字組的學生認知負荷較高且視覺注意力較常放在單一字元和興趣區域外。另外，依實驗結果將閱讀理解表現分為熟練型、仔細型、迷思型及混淆型，發現熟練型和仔細型學生能掌握任務重點，將注意力集中於迴圈的運算並將不同資訊內容進行連結，而迷思型和混淆型學生花較多注意力在記憶處理處理與無關資訊，且對於程式概念不確定，是教學中需要幫助的一群。最後本研究特別發現，在程式設計自我效能前、後測比較中，圖像型程式雖然在演算法面向自信提升，但在邏輯面向的自信下降；而文字組則是除錯面向提升，表示兩種程式對初學者的程式設計自我效能有不同面向的影響，前述結果希望能提供程式教育些許幫助，並且未來能進一步的研究。

This study explored the differences in performance, cognitive load, computer programming self-efficacy, and visual attention distribution of novice computer programming learners in reading graphic and text programs. A pretest-posttest experimental design was conducted using Tobii 4C eye-trackers, Real Gaze, WEDA and CPSES as research tools. The participants of this study were 70 college students with programming learning experience less than one year. The participants were randomly divided into two groups: One group read Scratch (graphic group) and the other read Python (text group). The results show that the graphic group students have better reading comprehension and higher algorithm self-efficacy than the text group. The graphical programs may guide attention to the critical part of a loop. However, from the interview, this study found that some students are confused on the color of block. On the other hand, the text group has higher cognitive load and visual attention is often out of AOI. According to performance and responding time, students can be clustered into four groups: proficient, careful, missconception, and confused groups. Results show proficient and careful students can easily focus on the critical part of a loop and link different parts of a program. However, missconception and confused groups could easily spend more attention on values of variables and irrelevant information. They seemed to be uncertain about the programming concepts and really need help. Finally, this study found that students’ computer programming self-efficacy was differently impacted by the text and the graphic program interfaces.

教育部(民107)。十二年國民基本教育課程綱要國民中學暨普通型高級中等學校-科技領域。取自https://www.naer.edu.tw/files/15-1000-14113,c639-1.php?Lang=zh-tw
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