本研究旨在探討互動式數學電子繪本對於幼兒數概念的學習成效以及內在動機（數學學習態度與對電子繪本的學習興趣）之影響，並檢視個人背景變項中的性別與學校別對於數概念的學習成效與內在動機的影響。以中班幼兒為對象，共計31名，分為實驗組（獨立學習）與控制組（教學引導），皆以iPad進行一對一施測。
研究結果發現：(1)數學電子繪本對整體幼兒的數數學習成效有顯著幫助，但對於獨立學習與教學引導兩組上則無顯著的差異；(2)使用電子繪本學習能提高整體數學學習態度，但兩組的數學學習態度與對電子繪本的學習興趣上則無顯著的差異；(3)在數概念的前測上，女生的數概念程度比男生好，私立學校幼兒的數概念程度也比公立學校幼兒好。而在學習成效後測上，不論性別與學校別，皆沒有顯著的差異；(4)電子繪本使用前的數學學習態度上，不同性別沒有顯著差異，但在使用後則有，且女生的態度比男生較好。但在對電子繪本的學習興趣上，不同性別則無顯著差異；(5)學校別在電子繪本使用前後的數學學習態度上皆有顯著差異，私立學校幼兒的態度皆比公立學校幼兒好。此外，學校別在電子繪本的學習興趣上也有顯著差異，私立學校幼兒的學習興趣比公立學校幼兒高。
最後本研究依據研究結果進行討論，並對後續電子繪本的設計、應用層面與未來研究提出建議。

This study attempts to investigate the effects of an interactive Mathematical storybook on preschool children’s number concepts and their intrinsic motivation (i.e., learning attitude towards Math and learning interest regarding to an e-storybook), and additionally probes the effects of demographic variables (i.e., gender and public/private school) on learning performance and intrinsic motivation. A total of 31 preschool children participated in the study, and they were divided into the experimental group (who learn independently) and the control group (who read the story with teaching guidance ). Both groups used iPads to read an interactive Mathematical storybook developed by the researcher, and they were tested one on one with an instructor.
The results showed that: (1) the interactive Mathematical storybook used in the study could significantly enhance children’s learning performance overall, but insignificant differences were found between the independent-learning group and the teaching-guided group; (2) the storybook could also promote the overall Math learning attitudes for those preschoolers, but no significant differences could be found between the two groups , nor did learning interests for the interactive storybook; (3) female preschoolers had better level of Math concepts than males on pretest, and children from the private school had better level of number concepts than those from the public school. However, after reading the storybook, both differences were disappeared; (4) gender was a significant factor affecting children’s learning attitude after using the interactive storybook (female children had better attitudes after reading, while no significant differences had have been found on attitudes before using; (5) significant differences were found between children from the public and the private school on their learning attitudes towards Math both before and after using the interactive storybook. Children from the private school had better attitudes. Moreover, children from the private school had significantly higher learning interests on the interactive storybook.
Based on these findings, suggestions on designing , administration, and related future research for children’s interactive storybooks were also provided and discussed.

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