本研究比較互動式電子書與手機遊戲兩種教育訓練材料對空間能力學習成果的影響、空間能力表現的性別與年齡差異，並進一步探討學習者的心流經驗與科技接受。

本研究分兩年度進行，2017年的研究對象為國小四年級至六年級學童，共招募80人，分兩組進行，分別使用五連方之排列組合與造型創作電子書及數位五連方積木手機遊戲，並接受四週的實體課程訓練、三項空間能力測驗與科技接受問卷。2018年的研究對象為國小四年級以上的學童及成人，共募得121人，亦分兩組進行，兩組皆使用數位五連方積木手機遊戲，惟兩組參與的時間長度與測驗有所不同，分別為三項空間能力測驗、心流經驗與科技接受問卷，或心流經驗與科技接受問卷。

研究結果顯示，學習者在使用互動式電子書或手機遊戲後，其空間能力表現皆能有所提升，惟電子書的學習者其提升幅度較為明顯。其次，研究結果發現實體課程與本研究的數位空間訓練材料（電子書、手機遊戲）皆能弭平個體的空間能力性別差異，且不論學習者的性別或年齡為何，其接受相關教育訓練後的空間能力皆未達顯著差異。此外，心流經驗的結果指出男性比女性更投入於學習歷程中，表示男性比女性更沉浸於此類型的學習模式中；年齡部分則未見顯著差異，即不論大人、小孩都相當投入學習活動中。科技接受分數則顯示無實體課程組別的女性相較於男性更認為手機遊戲是容易使用且有助於其空間能力學習的教育訓練材料，有實體課程的組別則未達性別的顯著差異，顯示實體課程的實施有助於減少性別間的科技接受分數差異；年齡部分則顯示年紀較小（特別是國小階段）的學習者，其科技接受的程度較高，顯示本數位教育訓練材料特別適合國小階段的學習者進行學習。

主要結論為互動式電子書與手機遊戲皆能提升個體的空間能力，且實體課程與本研究的數位空間訓練材料（電子書、手機遊戲）皆能弭平個體的性別差異。未來可以進一步擴充手機遊戲的機制與內容，以建立更完整的教育訓練材料。

The study explored the performance of spatial ability between the interactive eBooks and mobile games, and explored subject’s flow experience and technology acceptance model.

The research involves two years experiment. In the first year, 2017, there are 80 elementary students. Subjects were randomly assigned to receive interactive eBook or mobile game, took physical course for four weeks, and repeatedly took both two tests of spatial ability and one questionnaire of technology acceptance model. In the second year, 2018, there are 121 subjects. Subjects were randomly assigned to receive treatment, repeatedly took three tests of spatial ability and questionnaires of technology acceptance model and flow, or only two questionnaires.

Results showed that, after subjects used interactive eBooks or mobile games learning, their spatial ability have significant increased. Past research usually found that there is the sex different before the experiment in spatial ability, but it didn’t show that in this result. The age different didn’t show, either. In addition, subject’s flow experience is found that men are more involved in the learning process than women, and there is no significant difference in subject’s age. Subject’s technology acceptance model is found younger subjects are more accepting of interactive eBook or mobile game, and men are more accepted the learning material in the group with physical course.

Main conclusions were that, interactive eBooks and mobile games can significant promote subject’s spatial ability, physical course, interactive eBooks and mobile games can decrease the spatial ability different between sex. Future studies can widen the contents of the mobile game to build complete materials.

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