因趨勢變化，科技工具已廣泛運用於教育現場，一零八年實施之新課程綱要更增設科技領域，將運算思維列為學習重點之一，乃學生須具備的重要素養。
本研究旨在探討國小四年級學生使用實體與虛擬的Dash機器人學習態度與運算思維，採準實驗研究，以57名初次接觸運算思維的四年級學生作為研究對象。其中，實驗與控制組分別使用虛擬與實體機器人進行10週的課程，培養運算思維；並以機器人態度量表與運算思維測驗作為研究工具，於實驗前、後填寫問卷、運算思維測驗，收集資料，再以SPSS統計軟體分析，探究課程前後兩組學生的學習態度與運算思維表現，以及在不同成就、性別學生之間的學習成效。結果顯示，實驗組與控制組皆能維持正向學習態度，兩組之間並無顯著差異，但使用虛擬機器人時須注意「設備品質」；運算思維方面，課後實驗組與控制組測驗分數皆顯著提升，並無顯著差異。
而全體研究對象的分析結果中，機器人課程能顯著提升中低成就學生的運算思維表現，然而只有中、高運算思維成就學生的程度落差縮小；不同推理能力的學生間，課程後仍存在運算思維程度差異。另一方面，機器人課程能有效提升男女學生的運算思維，而不同性別學生在機器人課程後的學習態度無顯著差異。在運算思維、學習態度與推理能力間，研究發現運算思維與學生的推理能力、面對新科技的態度上具關聯性。綜上所述，實體與虛擬機器人可作為四年級男女學生的學習工具，裨益更多學生。
有鑑於運算思維的重要性，教師需關注學習設備的品質、課堂中的引導，以及學生用新科技學習時的態度，使四年級學生即早接觸運算思維，以運算思維解決問題，豐厚科技素養。

Technology tools are becoming the main learning tools, and Computational Thinking (CT) is one of the key learning points in K-12 curriculum.
The purpose of this study was to explore the effect of physical and virtual Dash robots on the learning efficiency of the 4th-grade students. A quasi-experimental study was adopted, and 57 students participated in the robotics laboratories. Among them, the experimental group used Virtual robots, while the control group used physical robots to conduct a 10-week robotics course to cultivate the students' CT and learning attitudes.
The results showed that students who used virtual robots have learning attitude differences through the aspects of "equipment quality" which is apparent from the reliability of learning equipment. However, both groups of students could still maintain engaged learning attitudes.
On the other hand, both groups in either gender improved CT. Between different CT achievements students, the students with low achievements improved CT more than the students with high achievements. Moreover, students with low reasoning ability could improve CT through robots. The findings revealed a correlation between CT, reasoning ability, and attitude when facing new technologies in the pre-test.
In summary, robots are suitable as a CT learning tool for male and female students in the 4th grade while maintaining their interest in learning. Not only the quality of learning equipment but also the expected attitude of students when using new technological tools to learn. The findings suggest that students could use physical and virtual robots to develop CT.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第三節 名詞釋義 4
第四節 研究範圍與限制 5
第二章 文獻探討 7
第一節 運算思維 7
第二節 運算思維推動現況 11
第三節 運算思維相關研究 13
第四節 運用教育機器人學習之研究 15
第五節 小結 18
第三章 研究方法 21
第一節 研究流程與架構 21
第二節 研究對象 24
第三節 研究工具 24
第四節 研究之課程設計 37
第五節 資料蒐集與分析 41
第四章 研究結果與討論 47
第一節 虛擬與實體機器人對學習態度的影響 47
第二節 運算思維發展情形分析 56
第三節 學生學習歷程與回饋 66
第四節 綜合討論 79
第五章 結論與建議 85
第一節 結論 85
第二節 研究建議 87
參考文獻 90
中文部分 90
英文部分 94
附錄一 機器人預期學習態度量表 99
附錄二 機器人學習態度量表 101
附錄三 運算思維測驗-前測 103
附錄四 運算思維測驗-後測 113

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