本研究旨在探討電子童書的互動性對幼兒故事理解能力的影響，以及不同工作記憶的幼兒閱讀不同互動性的電子童書後，故事理解表現的差異。研究對象為 98位月齡在 78 個月～62 個月之間的幼兒。研究分為有互動組與無互動組，在分組前對幼兒進行工作記憶測驗，再依據工作記憶能力分組，使兩組幼兒的工作記憶能力相差不大。有互動組幼兒閱讀有互動性電子童書，無互動組幼兒閱讀無互動性電子童書，閱讀後對兩組幼兒進行包括故事圖卡排序與故事理解問答的兩個故事理解測驗。以幼兒的工作記憶能力、詞彙能力、月齡以及電子童書的互動性作為自變項，幼兒兩項故事理解測驗分數的綜合作為依變項，進行多元線性回歸分析。主要研究發現如下：電子童書的互動性會對幼兒的故事理解能力產生負面的影響，且對於低工作記憶的幼兒影響最為明顯；工作記憶與互動類型對於幼兒的故事理解能力存在著顯著的交互作用。

The purpose of this study was to investigate the effect of the interactivity of electronic children's books on children's story comprehension ability, and the difference of children's story comprehension performance after reading electronic children's books with different interactivity. The subjects were 98 infants aged between 78 and 62 months. The study was divided into high interaction group and low interaction group. The children were tested on working memory before grouping, and then grouped according to working memory ability, so that there was no difference in working memory ability between the two groups. The children in the high interaction group read the high interaction electronic children's book, and the children in the low interaction group read the low interaction electronic children's book. After reading, the children in the two groups were given two story comprehension tests including story chart ranking and story comprehension question and answer. The children's working memory ability, vocabulary ability, age and the interaction of electronic children's books were taken as independent variables, and the comprehensive scores of the two story comprehension tests were taken as dependent variables. The main findings are as follows:First, The interactivity of electronic children's books will have a negative impact on children's story comprehension ability, especially for children
with low working memory.Second, there is a significant interaction between working memory and interaction types on children's story comprehension ability.

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