程式設計對於資訊科學系所學生是一個重要技能，但卻也是時常最困擾學生的一門學科。對於新手程式設計師而言，編寫程式語言太過於抽象化，若沒有實際編寫程式經驗，是難以從書本上學會程式設計的技巧。在傳統程式設計課程教學當中，卻是先要求學生先背誦程式語法與命名規則，其次再來思考解決結構化的程式設計，而這些程式語法與命名規則對於學習者來說並無法清楚的與真實的物件相連接，所以學生在學習的過程中容易遭受挫折而失去學習的興趣。 因此，本研究基於建造主義的精神建置了一套TrainB&P(Train Build and Program it)火車模擬遊戲，讓學習者可高自由度及高表達度建立屬於含有自我涵義的學習物件，以及透過Cyber-Physical真實感知經驗式學習特性，使學習者可以運用固有經驗與知識，遷移到抽象化的程式設計寫作上，並經由四階段的經驗式學習循環：反思性思維的觀察、虛與實的抽象化思考、對真實世界的模擬並重構具體化經驗，持續不斷的將固有經驗與知識重新建構的螺旋式學習過程，以建造出屬於個人化的學習情境歷程。 本研究以三頻道心流理論，來觀察學習者心流狀態，藉以評估系統任務難度是否能適當地符合學習者能力，並進一步利用經驗式學習法則，來探討學習者在系統當中程式設計學習過程，以瞭解學習者學習歷程的遷移與變化。Programming is a fundamental and critical ability for computer science students, but used to struggle students. For a novice programmer, writing programming language is a highly abstract task for them. It is difficult to learning programming skill by the some programming book without any experience. In traditional learning programming the learner has to memorize some basic syntax rules and commands, before the learning challenges learner had formed structured solutions and understanding how programs executed. However those syntax rules are rigid, and commands that may have seemingly arbitrary or perhaps confusing names, because they are very difficult to connect learner.s real situation. Therefore these challenges all simultaneously can be overwhelming and often discouraging for beginning programmers. This study developed a simulated game based on constructionism which is named TrainB&P (Train Build and Program it). The system provides free in building and high expression power where the user can create a meaningful learning object. With Cyber-Physical it provides physical awareness, and the user can transfer the experience to abstract programming learning by learned knowledge, through 4-stage experiential learning cycle: reflective thinking on observation, abstract conceptualization between the virtual and real environment, active simulated experimentation and concrete experience reconstruction, fosters a personal learning situation by continuously reconstructing inherent knowledge and experience. In this study observed learner.s flow status by three-channel flow theory, and an assessment on this system supported challenges of tasks in accordance with user.s skills. In addition this study discussed leaner.s learning process on this system by using experiential learning model to understand learner.s learning state that how to transfer and change.
