The purpose of this study is to investigate the learning effects of integrating Lego robots in college programming curriculum. To understand how to use Lego robots to assist in learning programming, the researcher analyzed the learning activities through observing, interviewing, and work examination. The result of the study reveals the labor distribution is related to the differences of interaction styles. Furthermore, good interaction styles of groups can facilitate learning programming. At the beginning, novelty motivates students to learn programming for robot controls. However, the tasks of combining the robot missions and programming become difficult and lead to low motivation in the later period. Lego robot is a medium for guiding learners to engage in group learning. Flexible arrangement of the activities and learning supports are the main sources for maintaining the learning motivation.