國內傳統教育中，關於立體空間概念多為二維平面圖像教學，若是能將數位科技導入教材做為立體空間課程的輔助教學工具，將二維平面圖形轉換成三維立體空間，必能改善學童對於抽象式立體空間的學習困擾。近年來，電子繪本技術已趨成熟，也開始廣泛運用於教育界，然而根據研究者的相關文獻搜尋發現，以往在電子繪本之於「閱讀學習」的相關研究中，大多為探討數學、科學以及語文領域等學習成效的相關性研究，但未有探討電子繪本可否提昇學童空間能力之學習成效相關性研究。本研究根據國小六年級生的空間認知能力來進行繪本設計，運用立體方塊來開發一款融入教學活動之數位繪本。本研究採用準實驗研究法，研究對象為國小六年級學生，分為使用紙本繪本的控制組以及使用互動式電子繪本的實驗組，實驗設計以空間旋轉能力測驗、兩套相同劇情架構之教學繪本(紙本繪本、互動式電子繪本)、學習成效測驗以及訪談問卷等作為研究工具。通過本研究驗證結果可知(1)本研究「互動式電子繪本」對國小六年級學生的「空間旋轉能力」具有正向的影響(2)使用多元教材能夠有效的提升學童的學習動機以及興趣(3)通過專家數據分析與質性訪談可知，本研究開發之互動式電子繪本符合導師教學需求，可作為有效的輔助教材。 In traditional domestic education, the concept of three-dimensional space is mostly two-dimensional plane image teaching. If digital technology can be introduced into textbooks as auxiliary teaching tools for three-dimensional space courses, and two-dimensional plane graphics can be converted into three-dimensional space, it will certainly improve students' learning difficulties in abstract three-dimensional space. In recent years, electronic picture book technology has become mature and has been widely used in the educational field. However, according to the relevant literature search of researchers, most of the previous researches on the effect of electronic picture books on "reading learning" were about the correlation studies on the learning effect in the fields of mathematics, science and Chinese. However, there is no correlation study on whether electronic picture books can improve spatial ability of students. This study designed picture books according to the spatial cognitive ability of sixth grade students in primary school, and developed a digital picture book integrated into teaching activities by using three-dimensional blocks. Through the verification results of this study, it can be seen that (1) the "interactive electronic picture book" in this study has a positive impact on the "spatial rotation ability" of the sixth grade students of primary school in China; (2) the use of multiple teaching materials can effectively improve the students' learning motivation and interest; (3) Through the analysis of expert data and qualitative interview, it can be seen that the interactive electronic picture book developed in this study meets the teaching needs of tutors. It can be used as an effective auxiliary teaching material.
