隨著資訊科技的發展，數位遊戲式學習已成為提升學生學習動機與成效的有效工具。相關研究指出，數位遊戲式學習能提高學生的參與度及理解力，特別在程式設計教學中，有助於降低對抽象概念的學習焦慮。然而，目前對數位遊戲式學習中不同學習順序對學習成效之影響仍缺乏實證探討。本研究以66名數位媒體設計學系學生為對象，進行17週的教學實驗，分為「探索先行」組（A組，26人）與「理論先行」組（B組，40人），課程中安排前後測、學習滿意度問卷與質性訪談。研究結果顯示：一、不同學習順序之數位遊戲式學習對於提升學生程式學習成效具有一定程度的影響力；二、共變數分析顯示，探索先行組在後測成績具中等效果量，顯示其於實作層面具有潛在優勢；三、學習滿意度方面，探索先行組在「產出品質」構面顯著優於理論先行組，整體滿意度亦較高；四、訪談結果指出，探索先行順序較能提升學生的學習動機及參與度，而理論先行順序則有助於部分學生建構更完整的程式概念理解。研究結果說明，適切的學習順序安排可有效提升數位遊戲式學習課程之學習經驗與整體成效。

With the advancement of information technology, Digital Game-Based Learning (DGBL) has emerged as an effective approach to enhancing students’ motivation and academic performance. Previous studies have shown that DGBL increases learner engagement and comprehension, particularly in programming education, where it helps reduce anxiety related to abstract concepts. However, empirical research on the effects of different learning sequences within DGBL remains limited. This study involved 66 students from a Digital Media Design department, who participated in a 17-week instructional experiment. Participants were divided into two groups: the “ExplorationFirst” group (Group A, n = 26) and the “Theory-First” group (Group B, n = 40). The course included pre- and post-tests, a learning satisfaction questionnaire, and qualitative interviews. The findings revealed: 1. Different learning sequences in DGBL have a measurable impact on students’ programming learning outcomes. 2. ANCOVA results showed a medium effect size favoring the exploration-first group in post-test scores, suggesting a potential advantage in practical application. 3. In terms of learning satisfaction, the exploration-first group scored significantly higher in the “output quality” dimension and reported greater overall satisfaction. 4. Qualitative findings indicated that the exploration-first sequence was more effective in enhancing learning motivation and engagement, while the theory-first sequence supported deeper conceptual understanding for some students. These results highlight the importance of appropriate sequencing in DGBL to improve learning experiences and outcomes.