<p>With the rapid advancement of digital learning technologies, interactive e-books have emerged as a pivotal tool in technology-enhanced education, particularly for promoting active learning. However, existing research on learning engagement has inadequately addressed the integrated effects of emotional, behavioral, and cognitive dimensions on learning achievement. To address this gap, the present study investigates the impact of interactive e-book materials, designed in alignment with the GAFCCC strategy framework (Goals, Access, Feedback, Challenges, Collaboration), on various learning metrics, including learning achievement, engagement, satisfaction, and perceived learning. A comparative analysis was conducted with lecturer-centered narrative teaching to evaluate the differences between the two approaches. The findings demonstrate that the use of interactive e-books significantly enhances students' academic performance, engagement, satisfaction, and perceived learning outcomes. Further analysis reveals that the emotional, behavioral, and cognitive dimensions of engagement exhibit moderate to strong correlations with cognitive learning outcomes and satisfaction levels. Among these dimensions, emotional engagement is identified as the most influential factor affecting satisfaction, while cognitive engagement is the primary driver of perceived learning. Moreover, in comparison to lecturer-centered teaching, students expressed a marked preference for learning through interactive e-books, citing greater interest, sustained attention, and heightened classroom engagement. However, the research is limited by its exclusive focus on the emotional, cognitive, and behavioral dimensions of engagement, potentially overlooking other significant factors influencing learning outcomes.</p>