同理心的培養在教育領域中已成為一個重要且被持續關注的議題，過去已有許多研究曾將敘事結合數位科技應用於教學中以提升學生的同理心。然而，數位工具在數位科技融入敘事教學以培養小學生的同理心中所扮演的角色還未有明確的定位。因此，本研究試圖探討將多媒體互動科技應用於以培養同理心為教學目標之課程的教學成效。數位工具有機會能夠提升學生的課程參與度，並且相較於使用傳統教學工具與教材，數位工具為閱讀互動討論增加許多空間與彈性。本研究邀請一所位於北臺灣的小學五、六年級學生，參與為期三週的互動多媒體學習（IML）活動，學習活動中導入兒童繪本、Nearpod數位平台，結合不同的策略以提升學生的參與度。本研究利用問卷調查同理心的三個構面，包含觀點採納、同理關懷以及幫忙意願，以評估學生對於內團體與外團體的同理心程度，並分析學生在使用多媒體互動平台的討論內容、以及納入社會參與度問卷評估同儕間的互動如何提升同理心。資料採用皮爾遜相關分析以探討不同參與度的構面之間的關聯，並比較初始同理心程度高與低的學習者，以了解本研究介入策略的效果。研究結果顯示，使用敘事和多媒體互動教材並未在內、外團體同理程度間產生顯著差異，在幫忙意願的構面也無顯著提升。然而，同理心程度及參與度有顯著相關性。在IML活動中，社會參與度與同理投入程度似乎受到學生初始同理心程度的影響。

Empathy has emerged as a prominent and ongoing topic of research in the field of education. Many studies have used narrative and technology to promote empathy in children. However, the precise role of technology in promoting empathy through narrative reading is not well understood in elementary education. Therefore, this study seeks to investigate the effectiveness of interactive multimedia technology integrated into a classroom empathy-building activity. Technology integration can potentially increase student engagement and overcome some of the limitations of traditional book discussions. Fifth and sixth-grade students from the northern Taiwan engaged in three-week interactive multimedia learning (IML) activities. Children's storybooks and the Nearpod platform were utilized, incorporating strategies to enhance student engagement. The study adopted a questionnaire encompassing sub-constructs of empathic perspective-taking, concern, and helping intention questionnaires to assess students’ in-out group empathy. An empathic engagement rubric was used to analyze students’ responses while they accessed the multimedia platform. A social engagement questionnaire was used at the end to evaluate how interacting with peers during the intervention promotes empathy. Pearson correlations were performed to explore the relationships among different engagement components, while learners with high or low initial empathy measures were compared to understand the effect of the interventions. The study's findings show that using narrative and interactive multimedia learning materials did not lead to a significant difference between the out-group and the in-group empathy scores. No significant increase was observed on their helping intention scores. Nevertheless, the study found significant correlations between empathy and engagement. Both social and empathic engagement during the IML activity seem to be influenced by students’ initial empathy levels.

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