近年來資訊科技的快速進步，軟體產業的發展為重要關鍵要素。過去研究已證實，程式設計教學有助提升學習者問題解決的能力，由此顯露出程式設計教學的重要性。然而，在教育場域發現，多數學習者於電腦課堂上難以投入於資訊學習，只興趣於數位遊戲的玩樂。因此，研究者藉由學習者喜歡玩數位遊戲的課堂行為，將其從數位遊戲玩家的角色導引成為數位遊戲的設計者。實驗對象為研究者任教的國中三年級97位學生，施以14週Scratch程式教學，透過量化與半結構訪談的資料蒐集，對學習者在程式設計的學習上之自我效能及其學習成效進行探討。研究結果發現，學習者的Scratch學習成就在後測有顯著提升，同時在自我效能與學習成就之間具有相關性。

Due to the rapid progress of information technology in recent years, the development of the software industry has become an important and crucial element. Past studies have confirmed that program design teaching is conducive to helping learners resolve problems, thus indicating the importance of program design teaching. However, it was found in the educational field that most learners find it difficult to engage in formation learning in computer classes, as they are keen on only digital game play. Hence, the researcher provided guidance in switching roles from digital game players into the digital game designers through the learners' class behavior in digital games. The experimental subjects consisted of 97 third year junior high school students taught by the researcher. The 14- week Scratch Program teaching was implemented. Through quantitative and semi-structural interviews, data was collected to explore the self-efficacy and learning effectiveness of the learners in the program design learning. The results showed that the learners' Scratch learning achievements significantly improved in the pretest and post-test. At the same time, their self-efficacy and learning achievement manifested a correlation.