The purpose of this study was to construct and examine the nature of relationships among Course Satisfaction, Learning Motivation, and Learning effectiveness of Computing Thinking Course. A total of 254 usable structured questionnaires were collected from students in a private secondary school in northern Taiwan. The results of the study showed that the satisfaction level of the computational thinking curriculum positively and significantly influenced the motivation to learn, and the motivation to learn positively and significantly influenced the learning effectiveness. This paper also proposes some recommendations for schools to make reference to.

Keywords :Computing Thinking, Learning Motivation, Learning effectiveness, Course Satisfaction