本研究旨在探討 ARCS 動機模式改善非資訊背景學生於程式設
計課程之學習動機與學習焦慮的成效。學生主要來自某科技大學護
理系，教學教材包括物聯網電子元件及圖像式程式語言，並於程式
設計課程中運用 ARCS 動機模式。於第 3 週（前測）及第 18 週（後
測）時，使用學習動機量表及學習焦慮量表分別評量學生的學習動
機及學習焦慮，並採用魏克生符號等級檢定分析前測與後測得分之
差異。結果呈現學生的學習動機與學習焦慮均有顯著改善（p <
0.05）。故 ARCS 動機模式是可行與可及之教學策略，能確實提升
非資訊背景學生於程式設計課程的學習動機，以及降低學習焦慮。

This study aimed to explore the effect of ARCS motivation model on
improving learning motivation and learning anxiety in students with non-
information backgrounds in the programming course. The students were
recruited from a university of science and technology and of these mainly
in the nursing department. The teaching materials included Internet of
Things electronic components and image-based programs and the ARCS
motivation model was applied in the programming course. The learning
motivation scale and the learning anxiety scale were used to evaluate
student’s learning motivation and learning anxiety, respectively, at week 3
(pre-test) and week 18 (post-test). The Wilcoxon signed rank test was
conducted to analyze the difference between pre-test and post-test scores.
This result showed significant improvements in learning motivation and
learning anxiety (p < 0.05). Therefore, ARCS model is a feasible and
accessible teaching strategy that substantially enhances learning
motivation and reduces learning anxiety in the students with non-
information backgrounds in the programming course.