隨著行動科技的發展，數位原民已較能習慣以電子書及行動載具作為閱讀工具。如何運用此新興科技為學生創造友善的學習體驗，即是當前教育現場面臨的挑戰。由於行動科技的成熟帶動平板設備的普及，如：iPad 和 Android Pad 等。此類行動載具如作為學習工具，則個人化學習的有效推動將可預期，且未來甚或替代紙本教科書成為新興的學習內容載體。然而，針對應用於教育場域的電子書研究，過往多著重於大學及成人之使用，甚少關注國小學童的電子書使用需求，是故本研究即以發展一適用於國小學童之互動式電子書閱讀系統作為目的。本研究係採用多媒體學習之互動原則並透過專家教師的訪談，形成電子書系統之架構。待系統發展完成，本研究旋即以 166 位學生為對象，作為評估系統可用性的方法。第一階段研究結果發現：此套系統的可用性與功能均高度符合國小學生之學習需求。此外，正式將電子書融入教學前，仍需要考慮此套系統對於學生生理之影響。因此本研究第二階段以 24 位學生為對象，探討材料、時間對於學生視覺疲勞之影響。研究結果發現無論是電子書或紙本書，在時間變項之控制下視覺疲勞均無顯著差異。基於這項研究，我們可以驗證此套互動式電子書閱讀系統能為學生帶來合適的學習體驗，且考慮學童使用後之生理影響，如此將能為推廣電子書於小學教學現場提供施行建議。

Screen-based reading with e-books has become more acceptable among digital natives, and the greatest challenge to modern education is to leverage technology in order to create appropriate learning experiences for all students. Due to the rapid adoption of tablet computers and other portable devices, such as smartphones, it is now possible to envisage the greater use of e-books to support more efficient and mobile personalized learning. This is important, as it is anticipated that e-books can eventually be used as learning tools to substitute for printed textbooks in the future. While many studies have investigated e-books targeted to undergraduate students, much less attention has been paid to children. As such, an Interactive E-book Reading System (IERS) incorporating e-books was developed in the current work to appeal elementary school students. This study adopted the interactive principles of multimedia learning in order to empower students’ learning experiences with e-books, while also relying on the expertise from a group of in-service teachers so that the system can better meet the students’ learning task needs. An experiment was conducted with 166 elementary school students to evaluate the usability of the developed system, and feedback was also collected from the students. It was found that both the usability and functionality of the developed system were well-suited for most of the students. Moreover, the issues related to student visual fatigue need to be considered before e-books are widely adopted in an academic learning context. Using a reading experiment conducted on 24 elementary school students, this study examined how reading-related factors, including reading materials, reading duration, affect visual fatigue when reading both e-books and paper books. The results showed that different reading materials did not affect the students’ levels of visual fatigue, and concerns about the heavy burden of visual fatigue seem overstated with regard to the change from printed to screen-based reading material. However, the findings on reading duration suggested that long periods of reading without proper rest should be avoided. Based on this study, we can conclude that the tailor-made e-book reading system developed in this study can help deliver a better learning experience to elementary school students. Moreover, the results also enable us to better understand how certain factors are associated with visual fatigue, and thus can be used to make optimal usage suggestions for the application of e-books, in education in order to achieve the potential benefits with regard to student learning.

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