程式設計可培養學生問題解決和邏輯思考能力，但對初學者而言是相當困難的，因此本研究以3D動畫程式設計環境Alice來促進學生的學習成效。研究採準實驗設計，探討學生以Alice進行程式設計學習時，運用不同學習方式（配對學習，即兩人一組方式與個別學習）在動畫成果與學習態度的差異。研究參與者為中部五專一年級之兩班學生，其中一班51人採配對學習，另一班50人以個別學習方式。研究結果發現，配對組的學習成效優於個別學習組，對自己製作的Alice動畫作品感到驕傲的比例亦較高；但個別學習組學生認為Alice有趣的比例卻高於配對組。研究也發現學生學習Alice時遇到一些問題，包括英文介面障礙、電腦有時容易當機、不易做出精緻動畫、及信心不足等。建議未來教學可以延長授課時間，並先讓學生個別操作軟體以對軟體熟悉與建立信心之後，再讓學生進行程式語言的配對學習。

Programming can cultivate students' abilities of problem solving and logical thinking. However, it is very difficult for beginners. The purpose of this study was to use an innovative 3D Alice programming environment to improve students' learning. A quasi-experimental research design was adopted to compare the effects of using pair- and individual-programming strategies on students' learning performances and learning attitudes toward Alice programming. The participants were two classes of first-year students in a junior college in central Taiwan. One class of 51 students used pair programming to design animation. The other class of 50 students used the traditional individual learning method. The results indicated that students' learning performances in the pair-programming group were higher than in the individual learning group and they had more pride on their animation work. However, the students in the individual learning group showed more interest in using Alice to design animation. The study also found that students had problems with learning Alice such as English interface barriers, computers sometimes crashing, sophisticated animations not easy to make, as well as students lacking in confidence. Future research may extend teaching time, allowing students to first operate Alice individually with confidence and familiarity, and then conduct pair programming.