運算思維是新一代學習者必備的核心能力，但對於非理工屬性大學生而言，程式設計是一門枯燥無趣的科目。教授初次學習程式設計的學習者對教師而言是個困難的挑戰。程式學習的初學者會遭遇許多不同學習上的困難，導致較高的課程退課率及失敗率。本研究採用大學程式設計入門課程作為實驗課程，導入遊戲化學習的理念，將桌遊活動融入課程教學中，提高學習者對運算思维的興趣。學習活動包括團隊合作和競爭模式。我們採用遊戲化學習的七個設計要素與卡片互動的四個認知機制，設計卡牌與遊戲規則。在實施過程中，研究發現透過程式語言概念的圖像化呈現，能夠促進學習者進行圖片聯想，進一步深入理解程式設計的基本結構。在新冠疫情期間，該桌遊首先以實體遊戲形式設計，經學生體驗並評估後，調整並修改遊戲内容和玩法，使其適用於線上遠距學習環境的團體遊戲。本研究分別實施現場實體桌遊與線上遠距桌遊活動，活動單元適合在課堂時間内進行。學生們被分成適當的小組進行分組對抗遊戲。在活動結束時，研究者透過問卷調查、過程觀察和回饋檢視學習動機。結果顯示，學生們普遍認為該課程的内容和活動設計能夠提升其學習動機與興趣。

Computational thinking is pivotal for contemporary learners. However, non-STEM university students often perceive programming as uninteresting. Educators face challenges in teaching programming basics. Novice learners encounter difficulties, leading to higher dropout rates. This study utilized a university-level programming course, integrating game-based learning. Board gaming was incorporated to enhance interest in computational thinking. Activities encompassed both collaboration and competition. By employing game-based learning elements and cognitive card mechanisms, we devised decks of cards and corresponding rules. Amid the COVID-19 pandemic, the physical board game was adapted for online group learning. Both physical and online board gaming activities were employed. Students were organized into groups for team-based competitive games. After the culmination of activities, surveys, process observations, and feedback assessments were employed to analyze learning motivations. The outcomes revealed that students widely recognized the effectiveness of the course content and activity designs in enhancing their learning motivations and interests.