This study examined the impact of e-book text-tracking design on 4th graders' (10-year-old children's) learning of Chinese characters. The e-books used in this study were created with Adobe Flash CS 5.5 and Action Script 3.0. This study was guided by two main questions: (1) Is there any difference in learning achievement (Chinese character writing, lexical comprehension, and lexical usage) between groups with different e-book text-tracking designs?; and (2) Is there any difference in learning motivation (attention, confidence, relevance, satisfaction) between groups with different e-book text-tracking designs? This study was an experimental design where the independent variable was text-tracking design for e-books: word-based tracking or line-based tracking. A sample of forty-nine 4th graders participated in the study and participants were randomly assigned into these two groups. They were asked to do a pre-test, and then they read their assigned e-books for forty minutes. After they finished reading, they were given a post-test and motivation survey. The result showed that students in the line-based tracking design group performed better in Chinese character writing and lexical comprehension. There was no significant difference in learning motivation between groups. This study hopes to contribute to e-book design principles for young learners and serve as a reference for elementary school teachers and e-book publishers.