本研究使用Wonder APP不同的程式語言介面教學，探討學生使用不同程式語言介面之課程的APP學習經驗、探討學生參與不同程式語言介面之課程的學習成效，以及探討學生參與不同程式語言介面之課程的學習感受等三項結果，研究結果分述如下：一、由使用性測試結果發現使用者對Wonder App的介面互動行為與先前使用經驗有關。在程式介面的使用性檢測中，國中學生對於APP上的比較注意視覺美感原則及容易原則。二、以不同程式語言介面建立之鷹架來學習程式，學生的程式能力都有明顯的進步。「先使用積木式介面學習程式，再用文字式介面學習程式」，接受此鷹架支持的高中學生學習成效較好。「先使用圖像式介面學習程式，再用積木式介面學習程式」，接受此鷹架支持的國中學生學習成效較好。三、參與本研究之學生在參與程式課程前具有高度期待感，在課程參與後認為透過 Wonder APP 控制Dash機器人，來學習程式設計能實際操作且與之互動，較容易學習程式，認為 Wonder APP是有助於學習程式設計之工具。研究結論：一、在Wonder APP上有關互動介面行為應關切之特點：(一)提供基本功能操作影片；(二)提供開啟檢索工具提示；(三)在特定區塊內呈現一系列選單；(四)提供醒目的提示符號、設計簡淺易懂的操作圖示、提供預示性的圖形化介面。二、初學者在學習程式遇到困難時，需協助建立鷹架產生新的鷹架支持，進而解決問題。

This research teaches by different programming language interfaces of Wonder APP, discuss the APP learning experience of students using different programming language interfaces, discuss the learning effectiveness of students in courses of different programming language interfaces, and discuss the learning feeling of students participate in courses of different programming language interfaces. The research results are as follows:
I.From the usability test results, the user's interface interaction behavior of Wonder App is related to the previous use experience. In the usability test of the program interface, junior students focus the principle of visual beauty and the principle of ease.
II.Using scaffolds with different programming language interfaces to learn programming, the programming skills of students have improved directly. "First learning program by block interface, and then learning program by text interface." Students who accept this scaffolding support have better learning. "First learning program by graphical interface, and then learning program by block interface." Students who accept this scaffolding support have a better learning.
III.The students participating in this study have high expectation before participating in the course. After the course, they controll Dash robot by Wonder APP to learn programming, and it is easier to learn the programming.

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