電子繪本，對發展遲緩與非發展遲緩幼兒之閱讀腦波注意力與繪本理解表現影響之研究

Study on the Influence of E-storybooks on Reading Attention by the EEG and Reading Comprehension for Young Children With and Without Developmental Delay

本研究旨在探討不同形式之電子繪本，對幼兒園中不同認知和語言能力之幼兒，在閱讀過程時的腦波注意力和繪本理解表現差異的影響。採用準實驗研究設計，邀請45位就讀幼兒園之發展遲緩幼兒和45位非發展遲緩幼兒同儕參與研究，研究自變項為動畫、語音和無聲等不同形式之電子繪本，依變項則為腦波注意力和放鬆指數，以及閱讀理解測驗之答題正確率。研究發現：（1）受試者在閱讀動畫繪本時的腦波注意力指數顯著優於無聲繪本，非發展遲緩幼兒的閱讀腦波注意力指數，顯著高於發展遲緩幼兒。（2）在腦波放鬆指數方面，不同對象以及不同繪本形式之間均無顯著差異。（3）受試者在閱讀動畫繪本後的答對率顯著優於無聲繪本，非發展遲緩幼兒的繪本理解答對率，顯著高於發展遲緩幼兒。研究建議可運用動畫電子繪本媒材作為教學調整的策略，以提升發展遲緩幼兒對繪本內容的興趣和注意力，並進而提升其對繪本內容的理解。

This study designed to integrate EEG approach for the influence of attention and reading comprehension of young children with and without developmental delay. The experimental study to provide insight into how children learn from words, pictures and multimedia. The present experiment used purposive sampling, a total of 90 children with and without developmental delay was selected. The independent variable of this experiment was three different types of e-storybooks: animated audiovisual storybook version, audio-with some direct symbols storybook, and printed text presentations of the same narrative content. The dependent variables were children's attention and reading comprehension which included comparing the complexity relation between different representations of storybook and brainwave changes, and accuracy of the response. The results showed that: (1) Ordinary young children's EEG Attention Index during reading was significantly higher than that of young children with developmental delay. The EEG Attention Index of the subjects when reading the animated audiovisual storybook was significantly better than that of the printed text storybook. (2) Regarding EEG Relaxation Index of the subjects when reading different types of storybook, there was no connection, and also there was no significant difference between the different groups and the different types of storybook. (3) Regarding the accuracy of the response in the reading comprehension test of the subjects when reading different types of storybook, there was no connection, but ordinary young children's accuracy of the response in the reading comprehension test was significantly higher than that of young children with developmental delay. In addition, the accuracy of the response in the reading comprehension test of the subjects after reading the animated audiovisual storybook was significantly better than that of the printed text storybook.