臺灣博碩士論文加值系統

本研究旨在探討互動式數學電子繪本對於幼兒數概念的學習成效以及內在動機（數學學習態度與對電子繪本的學習興趣）之影響，並檢視個人背景變項中的性別與學校別對於數概念的學習成效與內在動機的影響。以中班幼兒為對象，共計31名，分為實驗組（獨立學習）與控制組（教學引導），皆以iPad進行一對一施測。
研究結果發現：(1)數學電子繪本對整體幼兒的數數學習成效有顯著幫助，但對於獨立學習與教學引導兩組上則無顯著的差異；(2)使用電子繪本學習能提高整體數學學習態度，但兩組的數學學習態度與對電子繪本的學習興趣上則無顯著的差異；(3)在數概念的前測上，女生的數概念程度比男生好，私立學校幼兒的數概念程度也比公立學校幼兒好。而在學習成效後測上，不論性別與學校別，皆沒有顯著的差異；(4)電子繪本使用前的數學學習態度上，不同性別沒有顯著差異，但在使用後則有，且女生的態度比男生較好。但在對電子繪本的學習興趣上，不同性別則無顯著差異；(5)學校別在電子繪本使用前後的數學學習態度上皆有顯著差異，私立學校幼兒的態度皆比公立學校幼兒好。此外，學校別在電子繪本的學習興趣上也有顯著差異，私立學校幼兒的學習興趣比公立學校幼兒高。
最後本研究依據研究結果進行討論，並對後續電子繪本的設計、應用層面與未來研究提出建議。

This study attempts to investigate the effects of an interactive Mathematical storybook on preschool children’s number concepts and their intrinsic motivation (i.e., learning attitude towards Math and learning interest regarding to an e-storybook), and additionally probes the effects of demographic variables (i.e., gender and public/private school) on learning performance and intrinsic motivation. A total of 31 preschool children participated in the study, and they were divided into the experimental group (who learn independently) and the control group (who read the story with teaching guidance ). Both groups used iPads to read an interactive Mathematical storybook developed by the researcher, and they were tested one on one with an instructor.
The results showed that: (1) the interactive Mathematical storybook used in the study could significantly enhance children’s learning performance overall, but insignificant differences were found between the independent-learning group and the teaching-guided group; (2) the storybook could also promote the overall Math learning attitudes for those preschoolers, but no significant differences could be found between the two groups , nor did learning interests for the interactive storybook; (3) female preschoolers had better level of Math concepts than males on pretest, and children from the private school had better level of number concepts than those from the public school. However, after reading the storybook, both differences were disappeared; (4) gender was a significant factor affecting children’s learning attitude after using the interactive storybook (female children had better attitudes after reading, while no significant differences had have been found on attitudes before using; (5) significant differences were found between children from the public and the private school on their learning attitudes towards Math both before and after using the interactive storybook. Children from the private school had better attitudes. Moreover, children from the private school had significantly higher learning interests on the interactive storybook.
Based on these findings, suggestions on designing , administration, and related future research for children’s interactive storybooks were also provided and discussed.

摘要………………………………………………………………………………………I
Abstract……………………………………………………………………………………II
致謝………………………………………………………………………………………III
目錄………………………………………………………………………………………IV
表目錄……………………………………………………………………………………VI
圖目錄……………………………………………………………………………………VII
第一章 緒論………………………………………………………………………………01
第一節 研究背景與動機…………………………………………………………………01
第二節 研究目的與問題…………………………………………………………………04
第三節 名詞釋義…………………………………………………………………………04
第四節 研究重要性………………………………………………………………………05
第五節 研究範圍與限制…………………………………………………………………06
第二章 文獻探討…………………………………………………………………………07
第一節 數概念……………………………………………………………………………07
第二節 數學繪本與電子繪本相關研究…………………………………………………10
第三節 學習成效之相關研究……………………………………………………………14
第四節 內在動機之相關研究……………………………………………………………17
第三章 研究方法…………………………………………………………………………21
第一節 研究架構與研究變項……………………………………………………………21
第二節 研究假設…………………………………………………………………………24
第三節 研究流程…………………………………………………………………………25
第四節 研究對象與實施方式……………………………………………………………29
第五節 研究工具…………………………………………………………………………29
第六節 資料處理方式……………………………………………………………………42
第四章 研究結果…………………………………………………………………………43
第一節 個人背景之描述性統計…………………………………………………………43
第二節 數學電子繪本與學習成效之分析………………………………………………44
第三節 數學電子繪本與內在動機之分析………………………………………………48
第四節 個人背景變項與學習成效之分析………………………………………………52
第五節 個人背景變項與內在動機之分析………………………………………………55
第六節 電子繪本評價之分析與研究者現場觀察………………………………………59
第七節 研究假設檢定整理………………………………………………………………62
第五章 結論與建議………………………………………………………………………63
第一節 結論與討論………………………………………………………………………63
第二節 建議………………………………………………………………………………69
參考文獻………………………………………………………………………………… 73
一、中文部分…………………………………………………………………………… 73
二、英文部分…………………………………………………………………………… 76
附錄一 幼兒非正式數學能力測驗－數概念前測………………………………………87
附錄二 幼兒非正式數學能力測驗－數概念後測………………………………………89
附錄三 訪談問卷…………………………………………………………………………91
附錄四 家長同意書………………………………………………………………………92

中文部分
Norman, Donald A. (2000). The Psychology of Everyday Things（設計心理學，卓耀宗中譯）。台北：遠流。
丁千珊（2010）。紙本童書與觸控式電子童書對兒童的閱讀成效與態度之影響。國立臺灣師範大學設計研究所在職進修碩士班碩士論文，未出版，台北市
王文清、李添全(1991)。台南市國民小學數學態度及其相關因素之研究。台南師院學生學刊，13，37-56。
王萬清（1997）。國語科教學理論與實際。台北市：師大書苑。
吳明昌（1994）。淺談電子書。出版界，39，13-17。
李鴻亮（ 2000）。數位媒體與教材教法的結合（ 上）。教學科技與媒體，50，37-41。
周芷鈴、陳韋旭、龔翊媗(2009)。Live-Ebook互動式虛擬電子書應用之研究-以崑山科技大學資訊傳播系畢業專題製作為例。崑山科技大學機構典藏。搜尋於2011.12.29，取自：http://ir.lib.ksu.edu.tw/handle/987654321/2776
岡田正章（1996）。幼稚園自然事象數量形教學設計。台北：五陵。
林宜利（2004）。「整合繪本與概念構圖之寫作教學方案」對國小三年級學童記敘文寫作表現之影響。國立台灣師範大學教育心理與輔導學系碩士論文，未出版，台北市。
林易青(2006)。圖畫書融入數學教學對幼兒學習數概念效應之研究。台北教育大學幼教系碩士論文， 未出版， 台北市。
林敏宜(2000)。圖畫書的欣賞與應用。台北：心理出版社。
林朝源、黃怡美（2012）。數學課後補習對學生數學學習態度與學習策略影響之研究。彰雲嘉大學校院聯盟學術研討會，大葉大學。
洪文瓊（1999）。電子書對傳統書的挑戰及其教育價值。出版界，56，42-48。
洪美珍（2000）。電子童書閱聽型態及其對兒童閱讀影響之研究。國立台東師範學院兒童文學研究所碩士論文，未出版，台東市。
張天慈(2005)。繪本對幼兒算術與幾何概念學習成效之研究。中山大學教育所碩士論文， 未出版， 高雄市。
張春興（2007）。教育心理學—三化取向的理論與實踐(重修二版)。台北市：東華出版社。
張維真（1998）。多媒體設計：數位資訊傳達媒體的整合與應用探討。商業設計學報，2，245-252。
張麗芬（2005）。兒童數能力的發展。兒童與教育研究，1，85-109。
張麗芬(2009)。結合圖畫書與數學的教學方式對幼兒數學能力之影響。臺北市立教育大學學報，40(2)，107-144。
張麗芬(2011)。運用圖畫書進行數學教學對幼兒數學學習態度之影響。屏東教育大學學報-教育類，36，63-100。
許正妹、李傳房（2005）。電子故事書與兒童喜好之研究：人因設計的觀點。數位學習設計與管理學術研討會論文集，國立嘉義大學。
許惠欣（1997）。我國幼稚園幼兒數算策略之研究。臺南師院學報，30，339-372。
許惠欣（1998）。幼兒數概念發展之研究。生活、遊戲、數學－幼兒數學概念學習研討會論文集，117-172。國立台北師範學院。
郭恩惠（1999）。兒童與成人對兒童圖畫書的反應探究。國立台灣師範大學家政教育研究所碩士論文，未出版，台北市。
陳俞君、陳品華(2004)。幼兒家長數概念教導之研究。行政院國家科學委員會補助專題研究計畫（計畫編號：NSC92-2521-S-242-004），未出版。
曾愛玲（2004）。繪本演奏-資訊科技融入語文領域聽說讀寫之綜合運用-以國小二年級製作電子繪本為例。國立新竹師範學院台灣語言與語文教育研究所碩士論文，未出版，新竹市。
馮秋萍（2000）。兒童課外閱讀行為探究。玄奘學報，2,231-256。
黃承諄(2005)。數學繪本教學對國小二年級學童數學學習成效之研究。中山大學教育所碩士論文，未出版，高雄市。
黃湘武（1980）。皮亞傑認知心理學與科學教育。科學教育雙月刊，37，12-17。
黃羨文（1997）。紙本書與電子書之比較。國立台灣大學圖書館學研究所碩士論文，未出版，台北市。
葉宛婷（2005）。互動式繪本教學提升國小學童科學閱讀理解能力之研究。國立台北師範學院自然科學教育研究所碩士論文，未出版，台北市。
劉唯玉（2008）。電子繪本與兒童閱讀興趣之初探─以文建會兒童文化館之主題動畫為例。電子化資源經典講座暨研究生學術研討會。國立台北藝術大學，台北市。
蔡佩璇、游萬來（2005）。電子故事書融入語文學習互動設計之探討，第四屆全球華文網路教育研討會論文集，259-270，台北。
蔡嘉朕（1995）。電子書的現況與展望。出版界，45，27-29。
盧秀琴、陳月雲 (2006)。互動式繪本電子書融入教學提升國小學生對科學的態度, 第二十二屆科學教育學術研討會, 國立臺灣師範大學，998-1003。
蕭淑美（2007）。紙本繪本與電子繪本對學童語文創造力的差異性影響。高雄師範大學工業科技教育學系碩士論文，未出版，高雄市。
簡茂發（1987）。心理測驗與統計方法。台北市：心理出版社。
羅綸新（ 1993）。以互動模式設計互動多媒體教學軟體： 科技與教學媒體，12， 21-27。



西文部分
Aina, O. (1999). The importance of oral storytelling in literacy development. Ohio Reading Teacher, 33 (1), 15–18.
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, Learning, and the Psychological Processes That Mediate Their Relationship. Journal of Educational Psychology, 94(3), 545–561.
Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64, 359-372.
Bandura (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Barker, P. (1992). Electronic Books and Libraries of the Future. The Electronic Library 10, 139-141.
Baroody, A, J. (1987). Children’s mathematical thinking. New York：Teachers College of Columbia University.
Baroody, A. J. (2000). Does mathematics instruction for three- to five-year-olds really make sense? Young Children, 55(4), 61-67.
Baroody, A. J., & Wilkins, J. L. M. (1999). The development of informal counting, number, and arithmetic skills and concepts. In J. V. Copley (Ed.), Mathematics in the early years (pp.48-65). Washington, DC: National Association for the Education of Young Children.
Baroody, A. J., Lai, M., & Mix, K. S. (2006). The development of young children’s early number and operation sense and its implications for early childhood education. In B. Spodek & O. Saracho (Eds.), Handbook of research on the education of young children (Vol. 2, pp. 187-221). Mahwah, NJ: Erlbaum.
Benbow, C. P., Lubinski, D., Shea, D. L., & Eftekhari-Sanjani, H. (2000). Sex differences in mathematical reasoning ability at age 13: their status 20 years later. Psychological Science, 11(6), 474-480.
Berg, S. A., Hoffmann, K., & Dawson, D. (2010). Not on the same page: Undergraduates’ information retrieval in electronic and print books. The Journal of Academic Librarianship, 36(6), 518–525.
Bergman, R. E., & Moore, T.V. (1990). Managing interactive video/multimedia projects. Englewood Cliffs, N.J.: Educational Technology Publications.
Berlyne, D. E. (1966). Curiosity and exploration. Science, 153(3731), 25-33.
Bierman, J., Ortega, L., & Rupp-Serrano, K. (2010). E-book usage in pure and applied sciences. Science & Technology Libraries, 29(1–2), 69–91.
Brosnan, M. J. (1998). The role of psychological gender in the computer-related attitudes and attainments of primary school children (aged 6-11). Computers & Education, 30(3/4), 203-208.
Brown, R. P., & Josephs, R. A. (1999). A burden of proof: Stereotype relevance and gender differences in math performance. Journal of Personality and Social Psychology, 76, 246–257.
Bunzel, M. & Morris, S. (1992). Staffing and skills for multimedia production. Mulitmedia Application Development Using DVI Technology, McGraw-Hill Inc. 51-68.
Burke, E. M. (1990). Literature for the young child (2nd ed.). Needham Heights: Allyn and Bacon.
Calder, B. J. & Staw, B. M. (1975). Self-perception of intrinsic and extrinsic motivation. Journal of Personality and Social Psychology, 31(4), 599–605.
Clements, D. H., & Sarama, J. (2003). DLM Express math resource package.Columbus, OH: SRA/McGrawHill.
Collins, A. &. Brown, J. S. (1982). The Computer as a tool for learning through reflection. In H. Mandl & lesgold (Eds). Learning issues for intelligent tutoring systems, New York:Springer, 10-18.
Coyle, K. (2008). E-Reading. The Journal of Academic Librarianship, 34(2), 160–162.
Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math–Gender Stereotypes in Elementary School Children. Child Development, 82(3), 766-779.
Davies, P. G., Spencer, S. J., Quinn, D. M., & Gerhardstein. R. (2002). Consuming Images: How Television Commercials that Elicit Stereotype Threat Can Restrain Women Academically and Professionally. Personality and Social Psychology Bulletin, 28(12), 1615-1628.
Decharms, R. (1972). Personal causation training in the schools1. Journal of Applied Social Psychology, 2(2), 95–113.
Deci, E. L. (1972). Intrinsic motivation, extrinsic reinforcement, and inequity. Journal of Personality and Social Psychology, 22(1), 113–120.
Doty, D. E., Popplewell, S. R., & BYERS, G. O. (2001). Inter CD-ROM storybooks and young reader’s reading comprehension. Journal of Research on Computing in Education, 33(4), 374-384.
Ginsburg, H. P., & Baron, J . (1992). Cognition: Young children's construction of mathematics. In R. J . Jensen (Ed.), Research ideas for the classroom-Early chi ldhood mathemat ic (pp. 3-21). New York: Macmillan.
Ginsburg, H. P., & Baroody, A. J.（1990）. Test of early mathematics ability, TEMA-2. Austin, TX: Pro-Ed.
Ginsburg, H. P., Cannon, J., Eisenband, J. G., & Pappas, S. (2006). Mathematical thinking and learning. In K. McCartney & D. Phillips (Eds.), Handbook of Early Child Development (pp. 208-229). Oxford, England: Blackwell.
Ginsburg, H. P., Choi, Y. E., Lopez, L. S., Netley, R., & Chi, Chao-Yuan (1997). Happy birthday to you: Early mathematical thinking of Asian, South American, and U. S. children. In T. Nunes & P. Bryant (Eds.), Learning and teaching mathematics : An international perspective (pp.163-207). Hove, East Sussex: Psychology Press Ltd.
Gömleksiz, M. N. (2012). Elementary school students’ perceptions of the new science and technology curriculum by gender. Journal of Educational Technology & Society, 15(1), 116-126.
Griffin, S. (2004). Number Worlds: A research-based mathematics program for young children. In D. H. Clements, J. Sarama, & A. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp.325-342). Mahwah, NJ: Lawrence Erlbaum Associates.
Guiso, L., Monte, F., Sapienza, P., & Zingales, L. (2008, May). Culture, Gender, and Math. Science, 320(5880), 1164-1165.
Halpern, D., Wai, J., & Saw, A. (2005). A psychobiosocial model: why females are sometimes greater than and sometimes less than males in math achievement. In A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics (pp, 48-72). New York: Cambridge University press.
Hannafin, J. J., & Cole, D. D. (1983). An analysis of why students select introductory high school computer coursework. Educational echnology, 23(4), 26–29.
Hannula, M. S. (2002). Attitude towards mathematics: Emotions, Expectations and Values., Educational Studies in Mathematics, 49(1), 25-46.
Herbart, J. F. (1965). General theory of pedagogy derived form the purpose ofeducation .In J.F. Herbart (Ed.), Writings in education, 2, 9-155.
Hidi,S. (1990). Interest and its contribution as a mental resource for leaming. Review of Educational Research, 60, 549-571.
Hong, H. (1996). Effects of mathematics learning through children’s literature on math achievement and dispositional outcomes. Early Childhood Research Quarterly, 11, 477-494.
Huang, Y. M., Liang, T. H., & Chui, C. H. (2013). Gender Differences in the Reading of E-books: Investigating Children’s Attitudes, Reading Behaviors and Outcomes. Educational Technology & Society, 16(4), 97–110.
Huang, Y.M.; Liang, T.H.; Su, Y.N.; Chen, N.S. (2012). Empowering personalized learning with an interactive e-book learning system for elementary school students. Educational Technology Research and Development, 60, 703–722.
Jacobs, J. E. (2004). Influence of gender stereotypes on parent and child mathematics attitudes. Journal of Educational Psychology, 83(4), 518–527.
Jacobs, J. E., & Bleeker, M. M. (2004). Girls’ and boys’ developing interests in math and science: Do parents matter? New directions for child and adolescent development, 110, 5-21.
Jacobs, J. E., & Eccles, J. S. (2002). The impact of mothers’ gender-role stereotypic beliefs on mothers’ and children’s ability perceptions. Journal of Personality and Social Psychology, 63(6), 932–944.
Jacobs, J. E., Davis-Keen, P., Bleeker, M., Eccles, J. E., & Malanchuk, O. (1992). I can but I don’t want to: The impact of parents, interests, and activities on gender differences in math. In A. Gallagher, & J. Kaufman (Eds.), Gender differences in mathematics. An integrative psychological approach. Cambridge University Press.
Jennings, C. M., Jenning, J. E., Richey, J., & Dixon-Krauss, L. (1992). Increasing interest and achievement in mathematics through children’s literature. Early Childhood Research Quarterly, 7, 263-276.
Kagohara, D. M., Sigafoos, J., Achmadi, D., O'Reilly M., & Lancioni, G. (2012). Teaching children with autism spectrum disorders to check the spelling of words. Research in Autism Spectrum Disorders, 6(1), 304-310.
Kant, I., Wood, A. W., & Schneewind, J. B. (2002). Groundwork for the metaphysics of morals. Yale University Press.
Kemp, J. & Smellie D.C. (1989). Planning, Producing and Using Instructional Media, 6th ed. Harper & Row. Publishers.
Kiefer, A. K., & Sekaquaptewa, D. (2007). Implicit stereotypes, gender identification, and math-related outcomes: a prospective study of female college students. Psychological Science, 18(1), 13-18.
Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 55(1), 24–31.
Korat, O., & Shamir, A. (2008). The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups. Computers & Education, 50(1), 110–124.
Krech, D., Crutchfield, R.S., & Ballachy, E.I. (1962).Individual in society, New York:McGraw-Hill, in Pratkanis, A.R., Breckler, S.J. and Greenwald, A.G. (Eds.), Attitude Structure and Function, Hillsdale New Jersey, Lawrence Erlbaum Associates Publishers.
Kristof, R., & Satran, a. (1995). Interactivity by design: creating and communication with new media. Mountain View: Adobe Press.
Lam, P., Lam, S. L., Lam, J., & McNaught, C. (2009). Usability and usefulness of eBooks on PPCs: How students’ opinions vary over time. Australasian Journal of Educational Technology, 25(1), 30–44.
Leen, E. A. E., & Lang, F. R. (2013). Motivation of computer based learning across adulthood. Computers in Human Behavior 29, 975-983.
Looker, E. D., & Thiessen, V. (2003). Beyond the digital divide in Canadian schools: from access to competency in the use of information technology. Social Science Computer Review, 21, 475–490.
Lu, J., Yu, C. S., & Liu, C. (2003). Learning style, learning patterns, and learning performance in a WebCT-based MIS course. Information & Management, 40, 497-507.
Mallon A. (1995). Storyboarding Multimedia. Retrieved July 23, 2002, from http://ourworld.compuserve.com/homepages/adrian_mallon_multimedia/atory.htm.
Martinez, J., & Martinez, N. C. (2001). Reading and writing to learn mathematics: a guide book and a resource book. Needham Height, MA: Allyn & Bacon.
Matthews, M. R. (1977). Introductory comments on philosophy and constructivism in science education. Science & Education, 6, 5-14.
Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and Motivation. Journal of School Psychology, 44, 351-373.
Meelissen, M. R. M., & Drent, M. (2008). Gender differences in computer attitudes: Does the school matter? Computers in Human Behavior, 24(3), 969-985.
Mok, C. (1996). Design business: multiple disciplines. CA.: Adobe Press.
Munn, P. (1994). The early development of early literacy and numeracy skills. European Early Childhood Research Journal, 2(1), 5-18.
Munn,N. L. (1969). Introduction to Psychology. Boston: Hougmton Miffin Co.
Murphy, S. J. (1999). Learning math through stories. School Library Journal, 45(3), 122-124.
National Center for Education Statistics (2004). NAEP 1999. Trends in academic progress. Washington, DC7 U.S. Department of Education.
Neale, D. C. (1969). The role of attitude in learning mathematics. The Arithmetic Teacher. 16(8), 631-640.
Paivio, A. (1991)Dual Coding Theory: Retrospect and current status, Journal of Psychology, 45(3), 255-287.
Pattuelli, M. C., & Rabina, D. (2010). Forms, effects, function: LIS students’ attitudes towards portable e-book readers. Aslib Proceedings, 62(3), 228–244.
Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2012). The Design Framework of Interactive Storybook Support Early Literacy Learning for Ethnic Minority Children. Proceedings of the World Congress on Engineering and Computer Science 2012 Vol I WCECS 2012, October 24-26, 2012, San Francisco, USA.
Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of　constructivism. Educational Researcher, 24(7), 5–12.
Piaget, J. (1965). The child’s conception of number. New York: Norton.
Porac, J. F., & Meindl, J. (1982). Undermining overjustification: Inducing intrinsic and extrinsic task representations. Organizational Behavior and Human Performance, 29(2), 208–226.
Renninger, K. A., Ewen, L., & Lasher, A. K. (2002). Individual interest as context in expository text and mathematical word problems. Learning and Instruction, 12, 467-491.
Ricci, C.M. (1998). Children’s memory and comprehension for a story：Comparison of audio, audio-visual, and interactive CD-ROM. media presentation「CD-ROM」.
Richardson Jr, J. V., & Mahmood, k. (2012). Emerald Article: eBook readers: user satisfaction and usability issues. Library Hi Tech, 30(1), 170-185.
Rosen, L. D., & Weil, M. M. (1995). Computer Anxiety: A Cross-Cultural Comparison of University Students in Ten Countries. Computers in Human Behavior, 11(1), 45-64.
Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive, affective, and behavioural components of attitudes. in Hovland, C. I. & Rosenberg, M. J. (Ed.).Attitude Organisation and Change: An Analysis of Consistency Among Attitude Components, 1-14, New Haven, CT: Yale University Press.
Roskos, K., Brueck J., & Widman (2009). Investigating Analytic Tools for e-Book Design in Early Literacy Learning. Journal of Interactive Online Learning, 8(3), 218-240.
Roskos, K., Burstein K., Byeong-Keun You, Brueck J. (2011). A Formative Study of an E-book Instructional Model in Early Literacy. Creative Education, Vol. 2, pp. 10-17.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization: Parent andteacher influences on autonomy, motivation and learning. In P. R. Pintrich & M.L. Maehr (Eds.). Advances in motivation and achievement: Goals and selfregulatory processes (Vol. 7, pp. 115–149). Greenwich, CT: JAI.
Sachs, J. (2001). A path model for adult learner feedback. Education Psychology, 21(3), 267-275.
Sankaran, S. R., & Bui, T. (2001). Impack of learning strategies and motivation on performance: a study in web-based instruction. Journal of Instructional Psycology, 28(3), 191-198.
Schiro, M. (1997). Integrating children’s literature and mathematics in the classroom: Children as meaning makers, problem solvers, and literary critics. New York: Teachers College Press.
Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching with interactive picture e-books in grades K-6. Reading Teacher, 66(8), 615-624.
Scott, W. E., Farh, J.-L., & Podsakoff, P. M. (1988). The effects of ‘‘intrinsic’’ and “extrinsic’’ reinforcement contingencies on task behavior. Organizational Behavior and Human Decision Processes, 41(3), 405–425.
Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. S. (2010). Reading electronic and printed books with and ithout adult instruction: Effects on emergent reading. Reading and Writing, 23(8), 913–930.
Shamir, A., Korat, O., & Barbi, N. (2008). The effects of CD-ROM storybook reading on low SES kindergarteners’ emergent literacy as a function of learning context. Computers & Education, 51(1), 354–367.
Shneiderman, B. (1991). Touch screens now offer compelling uses, IEEE Software, 8(2), 93-94.
Spender, D. (1982). Invisible women: The schooling scandal. London: Writers and readers.
Su, C. H., & Cheng, C. H. (2013). A Mobile Game-based Insect Learning System for improving the learning achievements. Procedia - Social and Behavioral Sciences, 103, 42-50.
Tobias, S. (1994). Interest, prior knowledge and learning. Review of Educational Research, 60(1), 37-54.
Tsai, P. S., & You, M. L. (2009). Usability analysis of electronic picture book websites in Taiwan, pp.4. Design Rigor & Relevance - IASDR2009 Proceedings, 2009/10/18-22, International Association of Societies of Design Research, COEX, Seoul.
Vandenbroeck, M., Verschelden, G., & Boonaert, T. (2008). E-learning in a low-status female profession: the role of motivation, anxiety and social support in the learning divide. Journal of Computer Assisted Learning, 24(3), 181-190.
Volman, M., Van Eck, E., Heemskerk, I., & Kuiper, E. (2005). New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education. Computers & Education, 45, 34-55.
Whalen, L. (1994). Wordless books. Emergency Librarian, 21(5), 14-17.
Whitin, P. E. (2007). The Mathematics Survey: A Tool for Assessing Attitudes and Dispositions. Teaching Children Mathematics, 13(8), 426-433.
Whitley, B. (1997). Gender Differences in Computer-related Attitudes and Behavior: A Meta-Analysis. Computers in Human Behavior, 13(1), 1-22.
Wilson, K. R., Wallin, J. S., & Reiser, C. (2003). Social Stratification and the Digital Divide. Social Science Computer, 21(2), 133-143.
Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55(3), 945–948.