[[alternative]]The study of the effects of electronic books on mathematics learning--a case study of Da-Ji Junior High School

[[abstract]] 本文旨在探討：電子書對於國中數學學習探討之研究。現行國中學生學習數學的方式，大都採以教科書為教材，由教師指導學生進行學習。然而對於內容中，比較抽象的『幾何』、及需要反覆練習的『代數』、『數與量』等單元，現行的教科書已無法充分且具體呈現相關資訊，來幫助國中學生學習數學，提昇學生學習效率。 教科書單調的缺點，影響了學生學習數學的興趣，如果把教科書變成『電子書』，利用電子書具有多媒體特性，包括了有趣的互動式動畫、即時回饋的解答功能、生動的影片、聲音等特性，藉以激發學習數學的動機。本論文將以研究者服務的學校-大吉國中學生、老師為樣本，採用翰林出版社所提供之數學科電子書為教材，進行學生學習探討之研究。 隨著平板電腦(iPad)、智慧型手機、筆記型電腦等隨身的3C產品逐漸成熟、平價且容易攜帶，原本需要一個大書包裝的教科書，僅一個輕薄短小的電腦就可取代，因此學生使用電子書進行數學學習，勢必取代教科書，研究者將這項研究結果，提供給教育單位，以供未來發展電子書時之參考，進一步更可提供老師建議，協助學生提昇數學上的學習成效。 本研究以科技接受模型、工作-科技適配理論及媒體豐富論來探討研究的主題。研究方式，以國中翰林版二下(第四冊第2-2章立體圖形)的課程為研究內容，以電子書的施以引導教學，讓學生進行操作學習，再探討學生的學習成效。藉由媒體豐富度、電子書內容、學習動機、認知易用性、認知有用性與使用意願，幾個構面之間關係，進行主題研究，藉由依理論所設計的問卷，以SPSS及VPLS進行問卷回收後的分析及推論，將結果做成結論，再說明以電子書進行數學學習之探討。[[abstract]] This study aims at discussing the effects of e-books on math learning in junior high school. For the present junior high school students, they mainly learn math from teachers’ instructions and use textbooks as learning materials. However, for those more abstract contents, such as geometry, and the units required repetitive practices, i.e., Algebra and number and quantum, the current textbooks are not concrete enough to present the relative information to help junior high school students to learn math and promote their learning effects. The monotonous feature of textbooks affects students’ interests of learning math. If we change textbooks into e-books, we can make use of the multimedia features of e-books, including interesting interactive animations, real-time responses, lively videos and sounds to motivate students’ learning. The present study takes the researcher’s students—Da-ji junior high school students, as subjects, adopting the math e-book published by Hanlin Publisher as teaching materials to conduct the research experiment. As the 3C products, like iPad, smartphones and laptops, have gradually become mature, affordable and portable, the heavy textbooks can be replaced by a light and small laptop. Thus, it is predictable that using e-books to learn math may take place of the use of textbooks. The result of the study will be provided to the educational departments as the reference of the development of e-books in the future. In addition, it can be provided for teachers to assist students in promoting the math learning effects. The theories adopted in the current research are Technology Acceptance Model, Task-Technology Fit Theory and Media Richness Theory. The target lesson is a lesson in the eighth grade (i.e. Chapter 2-2 3-D graphs, Book Four), and we use e-books to guide students and then discuss the learning effects. We discuss and answer the research questions from Media Richness, e-book contents, learning motivations, perceived ease of use, perceived usefulness, intention of use, and the relations among several aspects. The questionnaires are designed based on the theories. After collecting the questionnaires, SPSS and VPLS are used to analyze and discuss the results to reach the conclusions and then explicate the math learning through e-books