本研究旨在探討樂高機器人組裝時，不同電子書設計對於組裝成效與手眼協調策略之影響。電子書設計依照訊息處理方向分為由下而上(上行)設計與由上而下(下行)設計。本研究為準實驗設計，將國中生隨機分派為兩組後，分別利用不同版本電子書進行一週樂高機器人教學，兩組皆給予學生一項指定任務、樂高機器人與電子書輔助學生完成任務，以眼動儀器追蹤紀錄每位受試者在組裝時之視覺注意力分布。本研究利用獨立樣本T檢定、相關分析以及序列分析來檢驗各研究問題。研究結果顯示，不同電子書設計分別在不同興趣區塊之不同眼動指標有顯著差異。兩版本之學習成效無顯著差異，卻各別與不同背景變項有顯著相關。在單一版本電子書中，不同的背景變項及不同興趣區塊眼動指標有顯著相關。透過序列分析得知，在不同電子書中，其視覺行為特徵相同，但在試題之難易則有所不同，而在手眼行為中，其易題特徵相同，惟在難題時稍有不同。本研究依照實驗結果與發現分別對研究及教學實務提出具體建議。

This study aimed to explore the effect of E-book design on robotic learning achievement and eye-hand coordination strategy, while assembling Lego robot. The design of E-book, according to the processing direction of information, was bottom up design v.s. top down design. This study used a quasi-experimental design for answering the research questions proposed in this study. The subjects were randomly assigned to two groups. They participated in a Lego curriculum with different version of E-book in one week. Both of the groups were offered with a Lego EV3 and an E-book for a robotics assembling task. Each participant’s visual attention were recorded with a mobile eye tracker. This study used independent t-tests, correlation analyses and lag sequential analyses to examine the research questions proposed in this study. The results of this study revealed that, for different E-book designs, significant differences were shown in different areas of interest regarding different eye-tracking indices. The robotic learning achievement did not show any significant difference from the groups; however, it is correlated with different background variables, especially with different reasoning skills. According to the results of lag sequential analyses, the patterns of their visual behaviors were similar between different versions of E-books; however, visual patterns were significantly different between problems of different difficulty levels The patterns of eye-hand-coordination strategies were similar for easy tasks; but different for hard tasks. Some suggestions were provided for future studies in designs of E-books for robotics learning.

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