本研究旨在探討電子教科書之介入教學對於對特殊教育學生學習成效之影響。研究方法採單一受試研究法之跨小組多重基準線實驗設計，研究對象為兩位國中二年級學習障礙學生(實驗組一位、對照組一位)與兩位國中二年級智能障礙學生(實驗組一位、對照組一位)，自變項為電子教科書介入教學(實驗組)與傳統教科書介入教學(對照組)，依變項為兩組學習之立即與維持成效。教學內容為「整數的加減」單元，實驗過程包含基線期、處理期、維持期，每期各有三個階段長度。將三階段所蒐集資料以單一受試實驗設計之視覺分析法進行分析，以了解電子教科書與傳統教科書對四位受試者整數的加減之學習成效。

The purpose of this study was to explore the intervention of electronic textbook for special education students' learning effectiveness. In this study, a research method of multiple-baseline designs across groups of single-subject research was implemented. Research participants were two eighth grade of junior high school learning disabilities students (One student was in the experimental group, and another student was in the control group.), and two eighth grade junior high school intellectual disability students (One student was in the experimental group, and another student was in the control group). Independent variables are the intervention of instructional electronic textbooks (the experimental group)and the intervention of instructional traditional textbooks (the control group). Dependent variables are two groups' learning immediate and sustained effects.