The need for computer science (CS) education, especially computer network education, is increasing. However, the challenges of teaching students with diverse backgrounds and engaging them in hands-on activities to apply theories into practices exist in CS education. The study addressed the challenges by using project-based learning (PBL) and flipped teaching approaches to cover both theoretical and hands-on learning aspects in CS education. This study aims to demonstrate the design and development journey of a CS course and examine whether using PBL, hands-on activities, and flipped teaching approaches improves students’ learning. The design-based research study was conducted in an undergraduate CS course from 2014 to 2020 at a midwestern university. The design and development trajectory in the six years were described. The descriptive statistics were used to analyze the trends of the course evaluation results, and ANOVA were conducted to examine whether the evaluation differs from each semester. The results indicated that using PBL, hands-on activities, and flipped teaching increased students’ learning motivation and their perceptions of their learning. Combining PBL and flipped teaching appropriately can enhance students’ learning motivation and perceived learning in CS education, but further research is needed to examine how each individual intervention influence students’ learning motivation and learning outcomes.

对计算机科学 (CS) 教育，尤其是计算机网络教育的需求正在增加。然而，在 CS 教育中存在着教授具有不同背景的学生并让他们参与实践活动以将理论应用到实践中的挑战。该研究通过使用基于项目的学习 (PBL) 和翻转教学方法来应对挑战，以涵盖 CS 教育中的理论和实践学习方面。本研究旨在展示 CS 课程的设计和开发过程，并检验使用 PBL、实践活动和翻转教学方法是否能提高学生的学习效果。基于设计的研究是在 2014 年至 2020 年期间在一所中西部大学的本科 CS 课程中进行的。描述了六年来的设计和发展轨迹。采用描述性统计分析课程评价结果的变化趋势，采用方差分析检验各学期评价是否存在差异。结果表明，使用 PBL、动手活动和翻转教学提高了学生的学习动机和他们对学习的看法。将PBL和翻转教学适当结合可以提高学生在CS教育中的学习动机和感知学习，但需要进一步研究来检验每个单独的干预如何影响学生的学习动机和学习结果。翻转教学增加了学生的学习动机和他们对学习的看法。将PBL和翻转教学适当结合可以提高学生在CS教育中的学习动机和感知学习，但需要进一步研究来检验每个单独的干预如何影响学生的学习动机和学习结果。翻转教学增加了学生的学习动机和他们对学习的看法。将PBL和翻转教学适当结合可以提高学生在CS教育中的学习动机和感知学习，但需要进一步研究来检验每个单独的干预如何影响学生的学习动机和学习结果。