本研究在探討電子書適性化設計對國小不同年級學童閱讀電子書之成效與動機影響。此為一個二因子的實驗設計；其自變項為年級（四年級、五年級）與電子書適性化設計（「適性化電子書」組、「非適性化圖像型電子書」組、「非適性化文字型電子書」組）。實驗教材取自國小「神奇的營養素」單元。本研究實驗對象為彰化縣某小學四、五年級學童共一百位，使用隨機分派方式分為三組。研究結果顯示年級和電子書適性化設計於學童之學習認知與學習動機上有交互作用。四年級學童使用「適性化電子書」者其記憶、應用與注意力之表現顯著較佳。五年級學童對不同電子書適性化設計之反應於三組中均無顯著差異。結果顯示電子書適性化設計對低年齡層（四年級）學童更具重要性。

This study aimed to explore the impact of age and adaptive design on elementary students’reading of e-books. This study was a two-way experimental design where the first factor was learner age (4th and 5th grade) and the second factor was e-book adaptive design (adaptive, non-adaptive visual, non-adaptive verbal). The e-books used in this study targeted six major classes of nutrients as content. This study was guided by the following question: Is there any interaction between age and e-book adaptive design on learning achievement (recall and transfer) and learning motivation (attention, relevance and confidence)? A sample of one hundred 4th and 5th graders participated in the study, and participants were randomly assigned into one of three groups. They were asked to do a pre-test first, and then they read their assigned e-books for twenty minutes. After they finished reading, they were given a post-test. The results showed significant interactions between age and the e-book adaptive design. For the 4th graders, the adaptive e-book group worked best in recall, transfer and attention scores. For the 5th graders, there was no significant difference among these three e-book designs. This revealed that the adaptive design is more critical for younger children. This study hoped to broaden theories on multimedia learning for young learners and serve as a reference for elementary school teachers and e-book designers.