本研究目的是在於探究國小學童數學的數位學習成效，本研究採用準實驗式的研究方法進行系統性的實作教學研究，實作教學後並收集資料來評估數位式教學對學習者之學習成效的影響。本研究以學習成績、滿意度以及學習興趣等三個構面作為學習成效的指標。本研究的實驗對象為國小四年級的23位學童，其中實驗組有12位，控制組有11位。實驗的教材內容是國小數學「一億以內的數」、「乘法」、「角度」、「除法」等四個領域，做為實際實施數位式教學的實驗教材，而其教材來源為南一出版社所提供國小數學第七冊。本研究在實施各單元教學前均對兩組學習者進行前測，於每單元教學後再進行後測，再於四個單元完成教學後進行段考評量與填寫問卷。 研究結果發現數位式教學在學習成績平均數雖高於傳統式教學，但兩組並沒有達到顯著的差異，在滿意度與學習興趣上數位式教學則均顯著高於傳統式教學。而本研究之研究貢獻乃在於提供教師在運用教學方法時的建議。學習者接受數位式教學雖無法大幅提升其學習成績，但卻可以透過合作學習，提高學習者的學習興趣、動機。教師如能依學習者的個別差異，有效運用數位式教學，採取適性的教學法，學習者必能得到更多的學習成效。 The aim of this study was to explore the learning effectiveness of e-Learning in mathematics for the elementary school children. The learning effectiveness was composed of learning achievement, satisfaction and interest. The researcher conducted an instruction experiment to the subjects for four weeks. The subjects of this research had 23 students which were the fourth grade students in an elementary school. The researcher divided randomly the students into two groups. One was the experiment group that used the digital instruction which had 12 students. And the other was the control group that used the traditional instruction which had 11 students. The content of e-Learning was published by the nani publish company. Each group conducted the pretest and posttest for each four lessons. The results of this study showed that the learning achievement using digital instruction group was higher than the using traditional instruction group. However, there is no significant difference between the two groups. The learning satisfaction and learning interest of the digital instruction group were significantly higher than the traditional instruction group. The contribution of this study was to provide the elementary teachers how to use the instruction strategies in the e-Learning environment, how to apply those instruction strategies to enhance students' learning interest, and how to integrate the collaboration learning to encourage students' motivation.
