本論文研製之目的在於探討數位學習對於國小低年級學童數學科教學之成效，採用準實驗法的教學實驗，在教學實驗之後蒐集各項資料，用以評估數位學習對數學學習成效之影響，進而探討家長的學識背景是否影響學習者的學習成效及其學習滿意度與學習興趣。 研究結果：接受數位式教學的學習者成績平均數雖大多高於接受傳統式教學的學習者，但兩組成績並未達顯著差異；在滿意度與學習興趣上，進行數位學習者均顯著高於進行傳統式學習者；而不同的家長學識背景並未對學習者的學習產生顯著影響。在數學的學習主題是「幾何」、「代數」的單元，數位學習成效顯著高於學習主題是「數與量」的單元。 本研究在教學實務的建議：教學者可依不同學習主題採取適性的教學法；學習者接受數位式教學雖無法大幅提升其學習成績，但可提高學習者的學習興趣。教師若能更有效運用數位式教學，學習者必能因此提升學習成效。 The purpose of the thesis is to explore the digital learning effectiveness in Mathematics Teaching for lower grade children in elementary school. Quasi-experiment is used to collect all the information after teaching experiment. Furthermore,the knowledge background of the parants is also discussed whether affect the effectiveness of learners and their learning satisfaction and interest in learning. Results: Although the average grades of learners who accept digital teaching are mostly higher than those who accept traditional teaching, the difference between two groups is not significant. In the aspects of satisfaction and interest in learning, the performance in those who accept digital teaching is higher than those who accept traditional teaching. the knowledge background of the parants do not have a significant impact on the learners. In the learning topics of mathematics such as ＂geometric＂, ＂algebra＂ unit, digital learning effectiveness is significantly higher than the learning topic such as ＂the number of the unit of quantity＂. The research provide some suggestions for teaching practice: teachers can take pedagogy appropriately according to different learning topics; learners who accept the digital teaching improvide unsignificantly in their academic performance, but can improve their interest in learning. Therefore that the studentsv can improve learning achievement if the teachers use digital teaching more effectively.
