運算思維被認為是當前最重要的核心能力之一，它不僅是電腦科學家才需擁有的能力，也是每個人都應該具備的能力，因此如何培養學生具備運算思維能力解決問題備受到學者們的重視。目前，基於程式設計課程培養運算思維是主要的學習方式之一，然而傳統以文字為基礎的程式設計語言，其中隱含的抽象概念對於初學者或是低年級學生是困難且難以入門的；而透過視覺化程式設計則可以有效的幫助學生，經由拖拉圖形元素的程式積木組合程式來學習程式設計，同時使用視覺化程式語言是有助於發展學生的運算思維能力。儘管如此，如若單純使用學生程式專案作為最終學習成果，是無法充分瞭解學生的學習過程，因此若能導入學習歷程與學習分析技術在課程活動中，便可以協助教師更加了解學生的學習狀況，並提供協助與調整課程內容，也能對學習運算思維有所幫助。
有鑑於此，本研究建置一運算思維學習平台整合學習追蹤系統，並支援線上教學形式以應對COVID-19所帶來的影響；為此，本研究以台南市國小五、六年級生為實驗對象，探討學生參與線上課程活動的學習成效、學習體驗、運算思維使用頻率以及程式設計自我效能，並透過學習追蹤系統記錄學生在課程中的學習歷程。實驗結果顯示，學生參與課程後運算思維能力有顯著提升；從學習行為編碼分析結果得到編碼與運算思維之間存在顯著關聯，此外還瞭解到程式初學者較易對程式任務進行嘗試錯誤，編碼次數的結果也顯著於高成就的學生。因此，基於本研究所提出之平台，可以有效地幫助教師即時掌握課程專案與學生學習進度，並透過學習分析系統給予協助與課程內容調整。

Computational thinking is one of the most important abilities; it is not only a capability that a computer scientist needs to possess, but also a capability that everyone should have. For the cultivation of computational thinking, the visual programming allows learners to assemble programs by dragging and dropping blocks, which can effectively learn programming and computational thinking ability. However, to understand the student's learning outcome, only student's final project is not enough. Tracking learners' learning process and programming process can help teachers to better understand the student's learning, which will provide assistance or adjust course content for students, and also support for computational thinking. Therefore, this study developed a learning tracking system based on visual programming to explore the learning effectiveness and learning experience when students participating in online course. This study takes fifth and sixth graders of elementary school in Tainan City as the experimental subjects. The experimental results show that the students' computational thinking has improved significantly and a correlation between learning behavior coding and computational thinking. Meanwhile, these findings show that beginners made trial and error for programming tasks. Overall, this study proposed the system can effectively support teachers to grasp the course project and students' learning progress in real time. According to the result of the learning analysis system can assist students or adjust the content of the course.

林育慈與吳正己（民105）。運算思維與中小學資訊科技課程。教育脈動，6，5-20。
教育部（民105）。教育部運算思維推動計畫。取自： http://compthinking.csie.ntnu.edu.tw
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