本研究探討不同互動模式之電子繪本對國小學童閱讀動機與閱讀成效(故事理解以及色彩學概念)之影響，因此設計兩本不同互動模式的電子繪本，以奇幻的故事、可愛的風格設計，並融入色彩學的概念。本研究以新北市某國小四年級學童為研究對象，隨機抽選兩個班級總共40名學生，將其分為兩組，高互動組(20位)、低互動組(20位)，並以iPad做為閱讀載具。研究以量化為主，主要使用問卷瞭解學童的閱讀動機與閱讀成效。
研究結果顯示，不同互動模式的電子繪本對國小學童的閱讀動機與閱讀成效(故事理解以及色彩學概念)都有顯著影響，以平均數來看，高互動組的學童不管在閱讀動機、故事理解以及色彩學概念上的表現都優於互動組的學童。此外研究結果指出，閱讀動機與閱讀成效沒有顯著相關。最後，本研究依據研究結果進行討論，並對教師在推廣電子繪本教學、電子繪本設計以及未來的後續研究提出建議。

The purpose of this study was to investigate the effects of interactive levels of electronic picture books for the student’s reading motivation and reading effect(story comprehension and the concept of chromatography). Interactive electronic picture books are designed with fantastic story and artistic style for children , played on iPad.
40 fourth-grade students were randomly chosen from a elementary school in Taipei, and they were divided into high interactive group and low interactive group. Quantitative methods was applied for data analysis, used to analyze the effects in reading motivation and reading effect of different interactive electronic picture books.
The results indicated that the interactive levels significantly affected reading motivation and reading. The score of reading motivation and reading effect in high interactive group were both better than the score in low interactive group.Furthermore, reading motivation and reading effect were partly correlated. Finally, implications and suggestions were both provided for teaching and future research.

Keywords : interactive electronic picture books, reading motivation, reading effect

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