運用科技以造福人類，程式語言的學習是基礎且必備的能力。學習程式語言可以強化邏輯推理能力，這對高職學生來說，是很好的訓練。本研究由認知學習理論的角度出發，透過不同的引導方式，以在高職實際的教學實驗來探討不同的資訊呈現媒體對於高職學生學習程式語言的影響，包括學習成效及認知負荷。另外，本研究也想了解學習者在未被告知及在被告知教師監控其操作螢幕的不同情境下，其學習態度有何差異。研究結果發現，教材內容以紙本媒體呈現，配合部分時間上機，其學習成效較佳；全部在電腦教室授課，教材以電子媒體形式呈現的學習成效較差。而學習者被告知教師將監看其電腦操作螢幕後，學習態度轉佳。本研究在監督學習者的操作螢幕時，發現教室裡便利的網路是學習者分心的重要因素。因此，需要學習者用心推理的程式語言教學，最好先在一般教室講解。教材內容的設計及媒體的運用，應重視如何提昇學生的認知能力，電子媒體教材的不當運用，有時反而增加學習者的認知負荷。在教學過程中，尤其是在電腦教室裡，隨時注意學習者的動態，適時導正其學習態度，方能提高學習成效。 The studying of programming is the foundation of applying information technology to benefit people. As it can reinforce the ability of logic inference, the training of programming is favorable for the vocational high school students. Stemming from the cognitive theory, this research aims to study the impacts of the media presentation of information, including paper media and electronic media, on those students. The impacts contain the learning performance and the cognitive load. Besides, based on the modes of informed and uninformed, the students’ attitude toward studying will also be examined here. The findings of this research point out that it is preferred to choose paper media at ordinary classroom rather than adopt electronic media at computer lab. It is also obvious that the students’ attitude toward learning will be much better if the instructor informs them that they are being supervised.
