隨著科技進步，各類學習工具也跟著推陳出新，許多研究中提到數位科技
融入於教學環境可提升學生之學習動機，而在幼兒語言發展的過程中，除了日常生活的對話外，若能透過故事敘說的練習，則可有效建立幼兒的語言基礎。科技工具使用過程中需應用到資訊選擇與搜尋等素養，鑒於此，本研究欲探究在幼兒園學習區教學中使用點讀筆，其融合了「聽、說、讀、玩」且可隨時開始與暫停等突破傳統的功能，來探討幼兒對於故事重述之成效，並分析不同分神度氣質與資訊素養能力的兒童在變項間的差異性。依照時間序列進行實驗研究法探討閱讀興趣、學習焦慮、行為投入與故事重述成效之間的關係。研究對象為四到六歲就讀公立幼兒園之幼兒，利用四週的時間進行點讀筆輔助的繪本閱讀，並配合時間序列進行前、中、後的故事重述測驗與問卷施測。本研究經由 Smart PLS 與 SPSS 23 等軟體進行統計分析，根據研究結果發現:（一）分神度氣質與閱讀興趣呈負相關。（二）分神度氣質與學習焦慮呈正相關。（三）閱讀興趣與行為投入呈正相關。（四）學習焦慮與行為投入呈負相關。（五）行為投入與故事重述成效呈正相關。

With the advancement of technology, various learning tools have also been introduced. Many studies have mentioned that the integration of digital technology into the teaching environment can improve students' learning motivation. The more common digital technology learning tools in pre-shool teaching environments include reading pens, electronic handwriting tablets, MP3s, etc.
In the process of children's language development, in addition to daily conversations, if the practice of story-retelling can be used, the language foundation of children can be effectively established. In view of this, this study intends to explore the use of reading pens in preschool learning area teaching, which integrates "listening, speaking, reading, and playing" and can start and pause at any time and other functions that break the traditional player to explore children's understanding of stories. Based on an experimental research with time series analysis to explore the relationship between
reading interest, behavioral engagement and learning anxiety among children with different distraction temperaments and information literacy. The research subjects were children aged four to six who attended public kindergartens. They spent about four weeks reading picture books by using reading pens, and conducted story retelling tests and questionnaires before, during and after each experimental time.
This study conducted statistical analysis through software such as Smart PLS and SPSS 23. According to the research results, it was found that: (1) Distraction temperament is negatively correlated with reading interest. (2) Distraction temperament is positively correlated with learning anxiety. (3) There is a positive correlation between
reading interest and behavioral engagement. (4) There is a negative correlation between learning anxiety and behavioral engagement. (5) There is a positive correlation between behavioral engagement and the effectiveness of story retelling.

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