行動電子書之情緒設計、使用性及學習成效

The study explored the influences of emotional design of e-textbooks in students’ emotion, cognitive load, and learning performance. The participants consisted of 147 students who were taking the course of “Introduction to Computer” in a university. The experimental group I with 49 students used e-textbooks with emotional design, the experimental group II with 47 students used e-textbooks without emotional design, and the contrast group was 51 students who use paper-based textbooks. The results revealed (1)the students who used emotional design e-textbooks had significantly better emotion than students who used non-emotional design e-textbook and paper-based textbooks did. (2)E-textbooks with emotional design also posed significantly lower cognitive load on students than non-emotional design e-textbooks did. (3)The students who used emotional design and non-emotional design e-textbooks had significantly better learning achievement than students who used paper-based textbooks did. We suggest that emotional design e-textbooks are first considered to adopt. Non-emotional design e-textbooks are second considered, while paper-based textbooks are last considered.