本研究在探討電子教科書對台灣某國際學校的七年級學生自然科課程學習的互動效益。研究目的是了解電子教科書的互動特性對學生的學習成果及認知負荷程度是有益的或造成干擾的。實驗中，學生對電子教科書的各種互動偏好都將用來探討互動式電子教科書在未來應朝哪一方向發展。本研究將實驗對象分為兩組，分別是試讀互動性高的電子教科書組別以及試讀互動性低的電子教科書組。完成閱讀電子教科書後，學生必須完成學生學習成果、認知負荷程度、以及其喜好高互動性或低互動性電子教科書之調查。本研究採用混合式研究法包括量和質性分析。量化分析法使用了描述性統計,單因子共變數分析(ANCOVA)和獨立T檢定(t-test)等。質性分析方法包括內容分析法，主要分析學生問卷的回饋以及與老師訪談內容之編碼。研究結果指出學生在閱讀低互動電子教科書後，期末測驗表現較佳，然而學生在閱讀高互動性電子教科書後有較高的主觀認知和情感學習成果。在認知負荷程度上，不論是高互動或是低互動電子教科書其認知負荷程度並無顯著差異。閱讀高互動性電子教科書的組別中，其互動特性擁有較高的接受度。本研究希望能夠在未來的K12數位教室中履行互動性電子教科書並且提出何種互動特性是最適合增進中學生的學習成果之相關建議。

This study explores the interactivity benefits of eTextbooks for year 7 science students at an International High School in Taiwan. The aim is to determine if the interactive features are beneficial or a distraction to students’ learning outcomes and cognitive load levels. The students’ preferences for each interactivity feature of the eTextbook are examined to help explore what interactive eTextbooks should be aiming for the future. The study involved two groups of students, trialing a high or a low interactive eTextbook. After completing the eTextbook, students completed a survey based on the students’ learning outcomes, cognitive load levels and preferences for the eTextbook. The data was analyzed using a mixed method approach with quantitative and qualitative approaches adopted. Quantitative methods used descriptive statistics, ANCOVA and independent t-test. Qualitative methods included analyzing the students’ survey responses and teachers’ interviews using content analysis, coding method. Results indicated that students in the low interactive eTextbook group performed better on the final test, however students in the high interactive eTextbook had higher cognitive and affective learning outcomes. There was no difference between the groups regarding their cognitive load levels. There was high acceptance in the high interactive eTextbook group for using the eTextbook and in particular the interactive features. The study hopes to support future implementations of interactive eTextbooks in the K-12 classroom and to determine what interactive features are more suitable for improving learning outcomes in junior high school students.

Anderson, L. W. & Krathworthl, D. R. (2001) A taxonomy for learning, teaching and assisting: A revision of Bloom’s taxonomy of education objectives. New York. Longman
Annand, D. (2008). Learning Efficacy and Cost-effectiveness of Print Versus e-Book Instructional Material in an Introductory Financial Accounting Course. Journal of Interactive Online Learning, 7(2), 152–164.
Beimers, K. D. (2014). Correlation Between Interactive eBooks and Printed Text in Reading Achievement and Student Interest Correlation Between Interactive eBooks and Printed Text in Reading. (Master Thesis) Dordt College. Paper 48. Retrieved from http://digitalcollections.dordt.edu/med_theses/48
Berg, S. A., Hoffmann, K., & Dawson, D. (2010). Not on the same page: Undergraduates’ information retrieval in electronic and print books. The Journal of Academic Librarianship, 36(6), 518–525. doi:10.1016/j.acalib.2010.08.008
Bloom, B.S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathworhl, D. R. (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York. David McKay.
Bowman, N. A. (2010). Can 1st-year college students accurately report their learning and development? American Educational Research Journal, 47(2), 466-496.
Chang, C.-C. & Yang, F.-Y. (2010) Exploring the cognitive loads of high-school students as they learn concepts in web-based environments. Computers and Education, 55, 673-680.
Choi, J., & Kim, I. (2015). E-Textbook with Lecturer-Created Quiz Capabilities. International Journal of Multimedia and Ubiquitous Engineering, 10(5), 297-302. doi:10.14257/ijmue.2015.10.5.27
Chu, H. C. (2014). Potential negative effects of mobile learning on students' learning achievement and cognitive load—a format assessment perspective. Journal of Educational Technology & Society, 17(1), 332-344.
Clark, R., & Mayer, R. E. (2008). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (2nd Ed.). San Francisco: Pfeiffer.
Connell, C., Baliss, L. & Farmer, W. (2012). Effects of eBook readers and tablet computers on reading comprehension. International Journal of Instructional Media, 39(2), 131-140
Daniel, D. B., & Woody, W. D. (2013). E-textbooks at what cost? Performance and use of electronic v. print texts. Computers & Education, 62, 18–23. doi:10.1016/j.compedu.2012.10.016
Dennis, A., McNamara, K., Morrone, S., & Plaskoff, J. (2012). Improving Learning with eTextbooks. Etexts.iu.edu, 1–16. Retrieved from http://etexts.iu.edu/resources/index.php#bfc-2010
Digital Textbook Colloborative (2012). Digital Textbook Playbook. Retrieved from http://www.fcc.gov/encyclopedia/digital-textbook-playbook
Domagk, S., Schwartz, R. N., & Plass, J. L. (2010). Interactivity in multimedia learning: An integrated model, Computers in Human Behaviour, 26, 1024-1033
Embong, A. M., Noor, A. M., Hashim, H. M., Ali, R. M., & Shaari, Z. H. (2012). E-Books as textbooks in the classroom. Procedia - Social and Behavioral Sciences, 47, 1802–1809. doi:10.1016/j.sbspro.2012.06.903
Evans, C., & Gibbons, N. J. (2007). The interactivity effect in multimedia learning. Computers and Education, 49, 1147-1160.
Fenwick Jr, J. B., Kurtz, B. L., Meznar, P., Phillips, R., & Weidner, A. (2013, March). Developing a highly interactive ebook for CS instruction. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 135-140). ACM.
Fouh, E., Karavirta, V., Breakiron, D. A., Hamouda, S., Hall, S., Naps, T.L. & Shaffer, C. A. (2014). Design and architecture of an interactive eTextbook - The OpenDSA system. Science of Computer Programming, 88, 22-40.
Gong, C., Chen, G., Wang, X., Zhang, X., & Huang, R. (2013, July). The Functions of E-Textbooks for Utilizing in K-12 Classes: A Case Study in Beijing. In Advanced Learning Technologies (ICALT), 2013 IEEE 13th International Conference on (pp. 479-480). IEEE.
Grimshaw, S., Dungworth, N., McKnight, C., & Morris, A. (2007). Electronic books: children?s reading and comprehension. British Journal of Educational Technology, 38(4), 583–599. doi:10.1111/j.1467-8535.2006.00640.x
Gu, X., Wu, B., & Xu, X. (2015). Design, development, and learning in e-Textbooks: what we learned and where we are going. Journal of Computers in Education, 2(1), 25-41. doi: 10.1007/s40692-014-0023-9
Harskamp, E. G., Mayer, R. E., & Suhre, C. (2007). Does the modality principle for multimedia learning apply to science classrooms? Learning and Instruction, 17(5), 465–477. doi:10.1016/j.learninstruc.2007.09.010
Hilton III, J., Lutz, N., & Wiley, D. (2012). Examining the reuse of open textbooks. The International Review of Research in Open and Distance Learning, 13(2), 45–58. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1137
Huang, K. L., Chen, K. H., & Ho, C. H. (2014). Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept maps. Australasian Journal of Educational Technology, 30(5).
Huang, Y.-M., Liang, T.-H., Su, Y.-N., & Chen, N.-S. (2012). Empowering personalized learning with an interactive e-book learning system for elementary school students. Educational Technology Research and Development, 60(4), 703–722. doi:10.1007/s11423-012-9237-6
Johnson, J. W. (2013) A comparison study of the use of paper versus digital textbooks by undergraduate students. Retrieved from ProQuest Digital Dissertations.
Jung, S. M., & Lim, K. B. (2009, March). Leading future education: development of digital textbooks in Korea. Paper presented at 12th UNESCO-APEID International Conference Quality Innovations for Teaching and Learning. Bangkok, Thailand.
Kaldoudi, E., Konstantinidis, S., & Bamidis, P. (2010). Web advances in education: Interactive, collaborative learning via Web 2.0. Affective, interactive and cognitive methods for e-learning design: Creating an optimal education experience, 32-50. doi: 10.4018/978-1-60566-940-3.ch002
Kalyuga, S. (2009) Managing Cognitive Load in Adaptive Multimedia Learning, New York, IGI Global.
Kang, Y.-Y., Wang, M.-J. J., & Lin, R. (2009). Usability evaluation of E-books. Displays, 30(2), 49–52. doi:10.1016/j.displa.2008.12.002
Kemp, S. (2014). Global Social Media Users Pass 2 Billion. Retrieved December 16, 2014, Retrieved from http://wearesocial.net/blog/2014/08/global-social-media-users-pass-2-billion/
Kim, J. H.-Y., & Jung, H.-Y. (2010). South Korean Digital Textbook Project. Computers in the Schools, 27(3-4), 247–265. doi:10.1080/07380569.2010.523887
Kim, J., & Park, N. (2014). The Analysis of Case Result and Satisfaction of Digital Textbooks for Elementary School Students. In Advances in Computer Science and its Applications (pp. 417-422). Springer Berlin Heidelberg. doi: 10.1007/978-3-642-41674-3_59
Knight, B. A. (2015). Teachers’ use of textbooks in the digital age. Cogent Education, 2(1), 1015812.
Korbey, H. (2014) Can students 'Go Deep' with digital reading? Retrieved from http://www.2kqed.org/mindshift/2014/09/09/can-students-go-deep-with-digital-reading/
Kouis, D., & Konstantinou, N. (2014). Electronic textbooks advantages and challenges for the Hellenic higher education and publishing community. Library Review, 63(6/7), 531–543. doi:10.1108/LR-06-2014-0074
Lebert, M. (2009). A short history of ebooks. Retrieved from ftp://ftp.pg.psnc.pl/pub/2/9/8/0/29801/29801-pdf.pdf
Lee, S. (2013). An integrated adoption model for e-books in a mobile environment: Evidence from South Korea. Telematics and Informatics, 30(2), 165–176. doi:10.1016/j.tele.2012.01.006
Lee, H. J., & Yau, K. L. A. (2015). Addressing the major information technology challenges of electronic textbooks. The Journal of Computer Information Systems, 55(2), 40.
Leppink, J., Paas, F., Van der Vleuten, C. P., Van Gog, T., & Van Merriënboer, J. J. (2013). Development of an instrument for measuring different types of cognitive load. Behavior research methods, 45(4), 1058-1072.
Liu, Z. (2005). Reading behavior in the digital environment: Changes in reading behavior over the past ten years. Journal of documentation, 61(6), 700-712.
Luik, P., & Mikk, J. (2008). What is important in electronic textbooks for students of different achievement levels? Computers & Education, 50(4), 1483–1494. doi:10.1016/j.compedu.2007.02.001
Martin, R. (2012). The road ahead: eBooks , eTextbooks and publishers ’ electronic resources. Ascilite 2012 (pp. 2008-2012). Retrieved from http://www.ascilite.org.au/conferences/wellington12/2012/images/custom/martin,_romana_-_the_road.pdf
Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–139. doi:10.1016/S0959-4752(02)00016-6
Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43–52. doi:10.1207/S15326985EP3801_6
Mayer, R. E., & Santa, C. (2014). A Learner¬Centered Approach to Multimedia Explanations: Deriving Instructional Design Principles from Cognitive Theory Roxana Moreno, (1998), 1–6.
Maynard, S., & Cheyne, E. (2005). Can electronic textbooks help children to learn? The Electronic Library, 23(1), 103–115. doi:10.1108/02640470510582781
McFall, R. (2005). Electronic textbooks that transform how textbooks are used. The Electronic Library, 23(1), 72–81.
MindCet. (2012). The future of digital textbooks. Accesssed from http://www.mindcet.org/wp-content/uploads/2012/10/Digital-Textbooks.-A-literature-review1.pdf
Miller, C. C. & Bosman, J. (2011, May 19) E-books outsell print books at Amazon.com. The New York Times. Retried from http://www.nytimes.com/2011/05/20/technology/20amazon.html?_r=0
Moreno, R., & Mayer, R. (2000). A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. Interactive Multimedia Electronic Journal of …, 1–6. Retrieved from http://imej.wfu.edu/articles/2000/2/05/index.asp
Muller, D. (2014). This Will Revolutionize Education. Retrieved December 11, 2014, from https://www.youtube.com/watch?v=GEmuEWjHr5c
Muller, D. A., Lee, K. J., & Sharma, M. D. (2008). Coherence or interest : Which is most important in online multimedia learning? Australasian Journal of Educational Technology, 24(2), 211–221.
Murray, M. C., & Pérez, J. (2011). E-Textbooks are coming : Are we ready ? Issues in Informing Science and Information Technology, 8, 49–60.
Nelson, M. R. (2008). E-books in higher education: nearing the end of the era of hype?. Educause Review, 43(2), 40.
Nicholas, A. J., & Lewis, J. K. (2010). Learning Enhancement or Headache: Faculty and E-textbooks. International Journal of Information Systems in the Service Sector, 5(4), 63-71.
Parsons, J.J. (2014, June) The Digital Textbook Report 2014, Retrieved from http://www.slideshare.net/junejamrichparsons/digital-textbook-report-2014-36794633?
Pastore, R. (2012). The effects of time-compressed instruction and redundancy on learning and learners’ perceptions of cognitive load. Computers & Education, 58(1), 641–651. doi:10.1016/j.compedu.2011.09.018.
Pata, K., Eradze, M., & Laanpere, M. (2014). e-Textbooks: Towards the New Socio-Technical Regime. In New Horizons in Web Based Learning (pp. 226-235). Springer International Publishing.
Porter, P. L. (2010). Effectiveness of electronic textbooks with embedded activities on student learning. (Doctoral Dissertation) Retrieved from ProQuest 789 East Eisenhower Parkway, PO Box 1346, Ann Arbor, MI 48106.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6. doi:10.1108/10748120110424816
Richardson, J., Smith, R., Lenarcic, J., Mccrohan, R., & Hare, R. O. (2010). The emergence of social networking through the communal annotations of an e-book system, Curriculum, technology & transformation for an unknown future. Proceedings ASCILITE Sydney, 803-807.
Rockinson- Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students’ learning. Computers & Education, 63, 259–266. doi:10.1016/j.compedu.2012.11.022
Rovai, A.P., Wighting, M.J., Baker, J.D., & Grooms, L.D. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. Internet and Higher Education, 12, 7-13.
Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching with interactive picture e‐books in grades K–6. The Reading Teacher, 66(8), 615-624. doi:10.1002/TRTR.1168
Sharda, R., Romano Jr, N. C., Lucca, J. A., Weiser, M., Scheets, G., Chung, J. M., & Sleezer, C. M. (2004). Foundation for the study of computer-supported collaborative learning requiring immersive presence. Journal of Management Information Systems, 20(4), 31-64.
Shepperd, J. a., Grace, J. L., & Koch, E. J. (2008). Evaluating the Electronic Textbook: Is It Time to Dispense With the Paper Text? Teaching of Psychology, 35(1), 2–5. doi:10.1080/00986280701818532
Smith, M., Kukulska-Hulme, A., & Page, A. (2012). Educational use cases from a shared exploration of e- books and iPads Book Chapter. In T.-T. Goh (Ed.), E-Books and E-Readers for E-Learning (pp. 25–53). Wellington: Victoria Business School, Victoria University of Wellington.
Sorden, S. (2005). A cognitive approach to instructional design for multimedia learning. Informing Science: International Journal of an Emerging Transdiscipline, 8, 263–279. Retrieved from http://elearnmap.ipgkti.edu.my/resource/dpli_r/index_htm_files/CognitiveApproachToID-ForMultimedia.pdf
Student Public Interest Research Group (2010, September) A Cover to Cover Solution: How Open Textbooks are the Path to Textbook Affordability, Retrieved from http://www.studentpirgs.org/textbooks
Sun, J-N., & Hsu, Y-C. (2013). Effect of interactivity on learner perceptions in a web-based instruction. Computers in Human Behavior, 29, 171-184.
Sweller, J., Ayres, P. & Kalyuga, S. (2011) Cognitive Load Theory, New York Springer International Publishing.
Szapkiw, A., Holder, D., & Dunn, R. (2011, March). Motivating Students to Learn: Is There a Difference between Traditional Books and e-Books?. In Global Learn (Vol. 2011, No. 1, pp. 235-239).
Tan, O. & Khan, S. (2011) Copyright protection in Malaysia and the end users perspectives in E-Book. International Journal of e-Education, e-Business, e-Management and e-Learning, 1(2), 121-125
Torigoe, H. (2013, April). Developing an Effective E-Textbook for CS101 Students at UH Hilo: An iBook Instructional Module. Technology, Colleges, and Community (TCC) Worldwide Online Conference.
Väljataga, T., & Fiedler, S. (2014). Going digital: Literature review on E-textbooks. In Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences. (pp. 138-148). Springer International Publishing.
Van Den Broek, P., Kendeou, P., & White, M. J. (2009). Cognitive processes during reading: Implications for the use of multimedia to foster reading comprehension. Multimedia and literacy development: Improving achievement for young learners, 57-73.
Vassiliou, M., & Rowley, J. (2008). Progressing the definition of “e‐book.” Library Hi Tech, 26(3), 355–368. doi:10.1108/07378830810903292
Walling, D. R. (2014). Designing Learning for Tablet Classrooms: Innovations in Instruction, Springer International Publishing. doi:10.1007/978-3-319-02420-2
Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55(3), 945–948. doi:10.1016/j.compedu.2010.04.005
Wright, S., Fugett, A., & Caputa, F. (2013). Using E-readers and Internet Resources to Support Comprehension, Educational Technology and Society, 16(1), 367–379.