本研究旨在探討不同背景幼兒使用電子童書對閱讀理解之影響。為達研究目的,本研究以實驗設計進行,有71名四至六歲幼兒參與研究,幼兒隨機分配至實驗組與控制組,實驗組閱聽有遊戲功能之電子童書,控制組閱聽無遊戲功能之電子童書,兩組閱聽後皆進行閱讀理解測驗。將電子童書遊戲功能與家庭社經地位作為自變項,閱讀理解測驗作為依變項,以雙因子變異數分析進行統計分析。本研究之主要研究發現如下: 一、幼兒閱聽電子童書之閱讀理解表現為中上程度。 二、電子童書遊戲功能與家庭社經地位存在交互作用。 三、電子童書遊戲功能只有在低家庭社經地位會有影響,且無遊戲電子童書之閱讀理解表現優於有遊戲電子童書之閱讀理解表現。 四、家庭社經地位只有在無遊戲電子童書會有影響,且低家庭社經地幼兒之閱讀理解表現優於高家庭社經地位幼兒之閱讀理解表現。 最後,根據研究結果,提出幾點建議給電子童書設計、教師與家長及未來學者作為參考。
The purpose of this study was to investigate the effects of electronic storybooks on children’s reading comprehension. This study used experimental design and seventy-one young children participated in this study. Children in the experimental group read electronic storybooks with games, but others in the control group read electronic storybooks without games. Both of two groups were tested after reading the electronic storybooks. The data collected from the study were analyzed by two-way ANOVA. The findings of this study are stated as follows: 1.The scores of children’s reading comprehension were above the average by reading electronic storybooks. 2.There was interaction between children’s use of games and their family social economic status. 3.The reading comprehension scores of children from low social economic status family in the group of not using games were significantly higher than children from low social economic status family in the group of using games. 4.When using the games, the reading comprehension scores of children from low social economic status family were significantly higher than children from non low social economic status family. Finally, according to the result, there are suggestions for electronic books designers, teachers, young children’s parents, and future research.