本研究旨在探討圖形化程式設計學習時，視覺引導對於程式設計學習成效以及視覺行為之影響。本研究採用準實驗研究法，研究對象為國一新生，實驗設計將學生隨機分成兩組(有引導組、無引導組)，兩組皆給予學生一個程式撰寫任務、筆電以及電子書來輔助學習者完成任務，但有引導組使用的電子書比無引導組多了一個程式提示框架用以輔助學習者程式閱讀。當學生在程式任務問題解決進行時，本研究全程以行動式眼動追蹤儀ASL MobileEye XG記錄學習者的視覺行為，並藉由眼動指標分析學生在不同教材情境下的視覺注意力。本研究以獨立樣本T檢定和皮爾森相關分析檢驗研究問題。研究結果發現，有無視覺引導的兩組，在程式設計學習成效上並無顯著差異，但從眼動指標可以看出，有引導組比無引導組的學生更專注於提示框架的重要區塊內。兩組各別與程式設計學習成效有相關的眼動指標所落於的關鍵區塊也有所不同，在有引導組中，與程式設計學習成效有顯著相關眼動指標關鍵區塊皆落於筆電(電腦程式撰寫區塊、電腦程式按鈕區塊)，而在無引導組中，關鍵區塊皆落於電子書閱讀區塊。本研究建議未來可以探討如何利用視覺引導的設計方式來協助學習者在數位教材中，將注意力集中於重要關鍵區塊，並探討其對學習成效的影響。

This study aims to investigate the impacts of visual cues on visualized programming learning achievement and visual attention while programming. This study used a quasi-experimental design for answering the research questions proposed in this study. The subjects were divided randomly into two groups, with cuing group v.s. without cuing group, and in both groups each subject was offered with a laptop and an E-book for a programming task. The cuing was shown only on the E-book in the cuing group to help the learners read visualized programs. When learners were solving the task, their visual behaviors were recorded with a mobile eye tracker, ASL MobileEye XG. Through analyzing the eye-tracking indices, how the learners paid their visual attention could be revealed. Independent t-tests and Pearson’s correlation analyses were used for examining the research questions. The results indicated that the achievements of the two groups were not significantly different from each other. However, from the eye-tracking indices, learners in the with-cuing group focused more attention on important key areas than those in the without-cuing group. Furthermore, learners’ significant eye-tracking indices in the AOIs related to their achievements were dependent on instructional situations. In the with-cuing group, the significant eye-tracking indices correlated with higher achievements occurred in the laptop area; while those correlated with higher achievements in the without-cuing group were situated in the E-book area. In conclusion, this study suggested that cuing designs could be further explored in future studies regrading how to guide learners' attention to important areas and further examine their effects on learning achievement.

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