現代科技的進步促使教學方式多樣變化，面臨著許多教學工具逐漸結合科技做出不同以往的互動體驗，互動式電子書使用智能裝置播放影片、動畫及多媒體應用可提高學生的學習意願。而在前人的研究下，電子書確實具有教學用途，且多媒體的輔助說明能夠引起學童的學習動機。電子書教學透過加入語音技術及遊戲教學的互動方式是否能增加學生的學習興趣及提升學習成效與自我成效是本研究所要探討的主題。
在自然語言技術發展成熟下，語音系統從以往的傳統是非問答方式互動變成更人性的對話方式，隨著近年教育方式重視同儕社交發展而有所變化，教學方面也應將此技術應用於教學工具上。現代父母更注重教學課程內容及互動體驗，本研究將語音技術加入遊戲教學，並藉以瞭解學生的學習動機與自我效能在兩種不同的教學方式下，哪一種教學方式更能提高學生的學習興趣及自信心。
本研究使用Voiceflow語音平台開發出一款《PlayTalk英文教學電子書》，教學內容選擇網路教育平台的高年級教學電子書作為參考樣本，從中加入語音互動技術及遊戲教學，將以往使用傳統教學電子書的單向教學，加入語音結合遊戲的雙向教學。
本研究以學習動機與自我效能量表探討學生在進行兩種不同教學方式後的學習成效，實驗過程將受測者分為兩組，實驗組體驗《PlayTalk英文教學電子書》的英文教學，控制組則使用網路教育平台電子書進行英文教學，並於教學前後分別進行學習動機及自我效能量表測驗。實驗結果顯示，在自我效能量表測驗《PlayTalk英文教學電子書》教學的平均數4.396/5.0高於網路教學平台電子書的平均數3.770/5.0。從研究結論中能夠提供未來教育工作者在進行教學電子書設計以提昇學童學習興趣做參考，並改良現有學習平台或延伸新技術應用於教學，從而提供學生更優質的教學系統。

The progress of modern technology has led to diversified teaching methods. Currently, many teaching tools are gradually being combined with technology to create interactive experiences that differ from those of the past. Smart devices are being used in interactive e-books to play films and animation in addition to numerous multimedia applications, which can increase students’ willingness to learn. Based on extant studies, e-books can truly be effectively applied in teaching, and the auxiliary presentations of multimedia can enhance school children’s motivation to learn. This study investigates whether e-books can increase students’ learning interest and improve their learning effect and self-efficacy by adding voice technology and the interactive method of game teaching.
With the mature development of natural language technology, the voice system has changed from the traditional interaction of true-false questions to a more human-oriented dialogue mode. With the change of education mode in recent years that emphasizes peer social development, current technology should also be applied in teaching tools. Modern parents are paying greater attention to the contents of courses and interactive experiences. In this study, voice technology is added to game teaching in order to determine which of the two teaching methods can better improve students’ learning interest and confidence in terms of their learning motivation and self-efficacy.
PlayTalk English Teaching E-book was developed in this study through the use of the Voiceflow platform. Teaching e-book for the fifth and sixth grades on an online education platform was used as a reference for the teaching contents, and voice interaction technology and game teaching were added to change the one-way teaching of traditional e-book use in the past to two-way teaching combining voice and game.
This study used Learning Motivation Scale and General Self-Efficacy Scale to evaluate students’ learning effects under two of the above-mentioned different teaching methods. During the experiment process, the subjects were divided into two groups. In the experimental group, the subjects learned English by means of the PlayTalk English Teaching E-book, while in the control group, the subjects were taught by means of a web-based education platform e-book. All the subjects were tested by the Learning Motivation Scale and General Self-Efficacy Scale before and after teaching. The experimental results indicated that the average score of PlayTalk English Teaching E-book teaching on the Learning Motivation Scale was 4.396 (out of 5.0), which was higher than the average score (3.770) of the web-based education platform e-book. The conclusions of this study can be used as a reference for future educators who design e-books to improve school children’s learning interest and to improve the existing learning platforms, as well as extend the application of new technologies in teaching so as to provide students with a higher quality teaching system.

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