隨著電子書的蓬勃發展,互動式研究議題也漸漸備受重視。本研究綜觀兒童電子書學習體驗的設計要素,並針對其中互動性之要素做為研究主軸,根據不同互動程度對兒童學習動機的影響作深入探討。本研究採量化研究之「實驗法」,分為兩組不同互動程度的互動式數位教材,根據Keller的ARCS動機量表為基礎架構,因參照使用者經驗相關文獻,而增加「愉悅」要素,來比較兩種不同互動程度之數位教材對兒童學習動機有無差異與影響。研究結果發現兩種不同互動程度的數位教材,對兒童學習動機雖無顯著差異,但兩種教材皆普遍受到兒童的喜愛,學習動機平均分數皆落在同意與非常同意之中。同時,研究發現可能未達顯著影響之四項因素,以供後續研究者參考:(1)性別因素。(2)個人學習目標模式不同。(3)新科技帶來刺激的學習經驗維持不久。(4)學習經驗改變的不熟悉感。
The development in e-book brought the interactive design research to be the people’s attention. The aim of this study is based on the design elements of experiential learning in children's e-book, and point at interaction of elements. Then, according to the two different interactive levels of e-books, this paper discusses deeply for testing the children's learning motivation. This paper is a quantitative research based on experimental method, and distract from two different interactive levels (low and high) of studies. Taking the ARCS Motivation Model made by Keller as the construction, and based on the literature review of user experience to add the element "pleasure" to the new Motivation Model that compared with two electronic studies for children's learning motivation. The results show there was no significant differences in these two different interactive levels studies for child's learning motivation. Children have a great affection for both of these two studies, and the score of learning motivation were in the range of agree and strongly agree. Furthermore, there are four factors that didn’t obviously affect and become the reference for the researcher are as follows: 1) sex; 2) different personal learning goal mode; 3) stimulation by new technology will not retain for a long time; 4) unfamiliar with the change in learning experience.