面對數位閱讀時代的來臨，國小學童以平板電腦為載具閱讀電子書取代紙本書閱讀對學童會產生何種影響為教育界關心的議題。本研究使國小學童持有已預載有120本電子書的平板電腦自由閱讀其中的電子書，並可使用平板電腦的一切功能，欲藉由為期十週的電子書閱讀實驗，探討使用平板電腦閱讀電子書對於學童閱讀能力與態度的影響，並分析學童的電子書閱讀行為，並瞭解學童本身與家長、教師對學童使用平板電腦閱讀電子書的看法，希望提出有用建議，提供欲推動學童閱讀電子書之相關單位參考之用。
本研究採用混合方法取向，先以實驗法中的單組前後測設計，在實驗前後對參與學童施以識字力檢測及閱讀理解力檢測，亦讓學童填寫閱讀態度問卷，以瞭解參與學童之閱讀能力及閱讀態度是否有顯著改變。又以程式從平板電腦中擷取學童在電子書閱讀軟體上閱讀軌跡，進行閱讀紀錄分析歸納。最後以半結構式訪談，訪談學童及實驗班之導師及圖書教師，瞭解學童及家長對使用平板電腦閱讀電子書之意見；另請學童家長填寫意見回饋單，以調查家長對學童使用平板電腦閱讀電子書的意見。
研究結果發現，（一）使用平板電腦閱讀電子書對學童閱讀能力的影響：1.使用平板電腦閱讀電子書有助於學童識字力的增加。2.使用平板電腦閱讀電子書有助於學童閱讀理解力的提升。3.不同性別學童的電子書閱讀成效沒有顯著差異存在。4.不同年級學童的電子書閱讀成效未必有顯著差異存在，需要進一步研究確認。5.學童的電腦能力對其電子書閱讀識字成效有顯著影響，對理解力成效則無。6.學童的國語成績表現與其閱讀能力高低有正相關。（二）使用平板電腦閱讀電子書對學童的閱讀態度影響：1.學童對於閱讀的態度在使用平板電腦閱讀電子書後有整體性的顯著增加。2.學童對於閱讀的正向認知在使用平板電腦閱讀電子書後有顯著提升。3.學童對於閱讀的喜好程度在使用平板電腦閱讀電子書後有增加。4.學童的閱讀行為趨向在使用平板電腦閱讀電子書後有提升。（三）學童的電子書閱讀行為：1.閱讀過程中出現大量用手指畫過螢幕的滑頁動作。2.閱讀時每頁停留時間短暫，閱讀量雖大，但多瀏覽而少精讀，對閱讀深入理解幫助有限。3.遇到喜歡的讀本時，會逐頁閱讀，並穿插許多滑頁、跳頁的動作，與紙本書閱讀行為差異不大。4.對讀本的選擇主觀而迅速，遇到不喜歡的讀本時，瀏覽幾頁就跳出，內容才是讓學童繼續閱讀的關鍵。5.閱讀電子書時，會有同時聽音樂、上網等多工行為。6.學童還未習慣閱讀工具的使用，閱讀過程中少有工具使用行為。7.學童在閱讀過程中遇到困難時，仍會依其本身的習慣尋求解決的方法，並不會因為平板電腦在手而先想到利用平板電腦的各種功能解決問題。（四）學童、家長及教師對以平板電腦閱讀電子書的意見：1.比起紙本書，學童更喜歡電子書。2.學童認為電子書讓他們更喜歡閱讀，因為多讀而提高了自身的閱讀能力。3.學童認為多工行為不會影響其閱讀專心度，與家長及教師看法不同。4.家長與教師認為用平板電腦閱讀電子書的方便性是其最大優點，而電子書的確也有提高學童對閱讀的興趣，此為家長與教師所樂見。5.家長與教師擔心長期注視螢幕對學童視力造成傷害。6.家長與教師認為平板電腦的各種功能，如上網、下載遊戲等對學童的吸引力很容易大於電子書，須適度管控。7.平板電腦本身硬體缺失及電子書軟體操作問題，是學童、家長及教師共同認為以平板電腦閱讀電子書的缺點。
研究者基於研究結果，對閱讀指導者、電子書閱讀推廣者及電子書及載具製造者提出建議，並對未來研究方向提出建議，期對國小學童電子書閱讀實務與研究領域有所助益。

Facing the emergence of the digital reading era, the education sector is concerned about the impact on the elementary school children when they read e-books on tablet PC rather than paper books. In the present study, an experiment of e-book reading lasting for ten weeks is carried out on the elementary school children who were allowed to freely read 120 e-books downloaded on tablet PC and use all the functions of tablet PC. The present study aims at investigating the influences of e-book reading on tablet PC on the children’s reading ability and attitude, analyzing the children’s reading behavior with respect to e-books and understanding the children’s, the parents’ and teachers’ opinions about the children’s e-book reading on tablet PC in order to give some useful suggestions to the relevant units hoping to promote e-book reading among children.
The present study adopted mixed methods. Firstly, it adopted the single-group pretest and posttest design. Before and after the experiment, the participating children were required to take part in a literacy skills test and a reading comprehension test and fill in a questionnaire related to reading attitude in order to understand whether the participating children’s reading ability and reading attitude were significantly changed. Secondly, it adopted a program to retrieve from the tablet PC the children’s reading traces on the e-reading software in order to analyze and summarize the reading records. Lastly, it adopted the semi-structured interviews with the children, the experiment class teachers and teacher librarians in order to understand the children’s and parents’ opinions about e-book reading on tablet PC; besides, the parents of children were invited to fill in a feedback form in order to investigate the parents’ opinions about school children’s e-book reading on tablet PC.
According to the results of the study, I. the influences of e-book reading on tablet PC on the children’s reading ability are：1. E-book reading on tablet PC helps the children to increase their literacy skills. 2. E-book reading on tablet PC helps the children to enhance their reading comprehension. 3. There is no significant difference between boys and girls with respect to the effectiveness of e-book reading. 4. There is not necessarily a significant difference between children of different grades. Further studies are required to prove this link. 5. The children’s computer self-efficacy produces an important influence on the effectiveness of their literacy skills through e-book reading but no influence on the effectiveness of their reading comprehension. 6. There is a positive correlation between the children’s language score and their reading ability. II. The influences of e-book reading on tablet PC on the children’s reading attitude are: 1. After having the experience of e-book reading on tablet PC, the children’s reading attitude had been significantly and generally improved. 2. After having the experience of e-book reading on tablet PC, the children’s positive cognition with respect to reading had been significantly enhanced. 3. After having the experience of e-book reading on tablet PC, the children’s preference with respect to reading had been increased. 4. After having the experience of e-book reading on tablet PC, the school children’s reading behavior trend had been upgraded. III. The children’s reading behavior on e-book reading are: 1.In the process of reading, they had a lot of acts of sliding the finger across the screen. 2. While reading, they only spent a little time on reading a page. Although they read a lot of books, they often simply skimmed the books and seldom carefully read the books. As a result, it only produced a very limited effect on their reading comprehension. 3. While reading their favorite books, they would read page by page but had many acts of sliding and skipping page. This behavior was not really different from their behavior while reading paper books. 4. They chose the books subjectively and quickly. While facing a book they didn’t like, they would skim through a couple of pages and skipped out quickly. The content of book was the point allowing the children to continue to read. 5. While reading an e-book, they had multiple behaviors at the same time, such as listening to music and accessing Internet. 6. The children were not accustomed to using reading tool so they seldom used tools in the process of reading. 7. When they encountered a problem in the process of reading, the school children would try to find a solution according to their own habits and they would not firstly try to make use of the various functions of tablet PC to solve the problem even though the tablet PC was on their hand. IV. The children’s, the parents’ and teachers’ opinions about e-book reading on tablet PC are: 1. The children preferred e-books to paper books. 2. The children considered that e-books allowed them to more enjoy reading and that their reading ability was improved because they had more reading. 3. The children considered their multiple behaviors at the same time while reading had no influence on their concentration of reading. This viewpoint was different from the parents and teachers. 4. The parents and teachers considered that the main advantage of e-book reading on tablet PC was its convenience and that the children’s interest in reading was really increased because of e-books. This was the point that the parents and teachers were willing to see. 5. The parents and teachers were concerned about looking at the monitor for a long time would cause harm to the children’s eyesight. 6. The parents and teachers considered that the various functions of tablet PC, such as accessing Internet and game download, were more attractive than e-books for the children. An appropriate control or management is required. 7. The school children, parents and teachers all considered that the disadvantages of e-book reading on tablet PC were the hardware defects of tablet PC and the software operation of e-book.
Based on the results of the study, the researcher gives some suggestions to reading guiders and e-book reading promoters, and those who produce e-books and e-readers. The researcher also gives some suggestions about the future study and hopes to be helpful to the practice and research area of elementary school children’s e-book reading.

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