本研究認為現今運算思維(Computational thinking)是現在每一個人都須具備的能力，而且每一種學習媒介都很容易接觸到需要它的人。因此，本研究提出一種可作為運算思維學習媒體的多層次桌遊，且此桌遊包含容易理解、實用、便宜且可以隨時隨地供任何對象使用等特性。為了滿足研究需求，此桌遊採用多層次設計。因此，本研究將會針對此設計方式探討學生學習成效及其影響。實驗對象為大學生，並將他們分為實驗組及對照組以區別他們的學習成效，其中實驗組使用本研究提出的多層次桌遊，而對照組則使用現有的桌遊去學習運算思維，並且於前測與後測中採用卡內基美隆大學的運算思維與甲骨文(Oracle)公司資料庫對程式設計的定義去設計題目，並藉此量化學習成效。 研究結果顯示多層次桌遊比起其他桌遊更能提升學習成效。並且使用此多層次桌遊，使用者能更容易的將他們的思考視覺化，並使得他們更容易發現及修改自己的錯誤 ;In this research, we agree that computational thinking is a skill that must be possessed by everyone today. From there, it means that learning media that can reach everyone is needed. Therefore, this thesis presents multi-layer board game as computational thinking learning media that are easy to understand, practical, inexpensive, and can be used anywhere by everyone. We make board games with multi-layer design intending to create aspects that we concern about in this research. In this research, we will examine whether there is a learning performance improvement by the effect of a given multi-layer board game approach. Quantitative data were collected to identify differences in learning performance in university students which were divided into two groups. The experimental group plays a multi-layer board game design, and the control group plays the existing board game of computational thinking. Carnegie Mellon University′s definition of computational thinking and Oracle reference for programming is used as a reference in the preparation of pre-test and post-test used to obtain computational thinking learning performance data. The main findings showed that the multi-layer board game could provide better computational thinking learning performance in some aspects. By using the multi-layer board game, the user can visualize their thinking. It makes it easier for them to find and revise if they find any mistake in their thinking.
