由於電腦科技的進步與網際網路的普及，培養學習者資訊素養的需求逐漸被重視。在資訊素養課程中，教師大多以講述為主，學習者的學習往往集中在記憶與理解知識的階段，而無法主動建構知識並達到高層次分析、創造或評鑑的學習效果。數位說故事就是一個以做中學模式進行的學習方式；它以學習者為中心，透過說故事的方式，讓學習者強化思考及學習，更能與自身經驗作結合。在這樣的學習活動中，學習者不只是單向接收來自教師傳遞知識，而是進一步重組詮釋獲得的知識並轉化成學習對象易於學習的方式呈現出來。然而過去研究顯示，進行數位說故事拍影片時，若缺乏適當引導，常使作品淪為有趣卻沒有深度的影片，無法讓學習者有更好的學習效果。為了解決這個問題，本研究嘗試在數位說故事活動中導入同儕互評策略，讓學習者透過評論的規準進行反思與批判，並提升作品的品質。為了驗證這個策略的成效，本研究透過準實驗研究設計，以北投某國小兩個班級的五年級學習者分別為實驗組及控制組，並以著作權與公眾授權為議題，於資訊課程中進行實驗；其中實驗組在數位說故事活動中結合同儕互評，而控制組採用一般教師回饋。實驗結果顯示，結合同儕互評的數位說故事學習模式，能夠提升學習者的學習成就與自我效能，並提升其批判思考能力；同時，由實驗結果也發現，在認知負荷及學習動機方面兩組則沒有顯著的差異。

Owing to the progress of computer and technology, educators have identified the importance of fostering students’ information literacy. However, in the conventional Information Literacy course, teachers generally focus on giving lectures, and students focus on memorizing the learning content rather than having higher order thinking. In terms of digital storytelling, it is a way of learning focusing on learning by doing. Through the way of storytelling, it could make students strengthen their thinking and learning, so as to make them combine with their own experience. Thus, students not only receive knowledge in one way, but further interpret the acquired knowledge and transform it into a way that is easy to learn. However, it is easy to make works interesting without having depth if there is no guidance in digital storytelling according to the study in the past, which thus cannot make students have a better learning effect. In view of it, this study introduces peer assessment strategy into digital storytelling activities to solve this problem, which can let students carry out reflection and critique through rubric, so as to improve the quality of works. For the purpose of verifying the effectiveness of the strategy, proposed approach fifth graders are divided in primary school in Beitou District into experimental group and control group through quasi-experimental design in the information course. As for it, the experimental group use the combination of digital storytelling with peer assessment, while the control group uses general teacher feedback. The experimental result showed that the that digital storytelling with peer assessment significantly benefited the students in improving their learning achievement, self-efficacy and critical thinking; however, there was no significant difference between the learning motivation and cognitive load of two groups.

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