While GeoGebra applets have been extensively investigated in learning environments, few studies have addressed the interactive GeoGebra applets in an e-book-based learning environment. This study aims to compare the effects of the e-book created with interactive GeoGebra applets on students' learning achievement and motivation. The sample of the study consisted of 67 sophomore students attending the same class in the mathematics undergraduate program of a state university. All participants were randomly assigned to an experimental group and a control group. The students in the experimental group used the interactive GeoGebra applets embedded in the e-book, while those in the control group used the static PDF e-book. The results revealed that the e-book with GeoGebra applets could exert a significantly better impact on the students' learning and motivation than the static PDF e-book use. Moreover, MANCOVA and post hoc comparisons indicated that the students who used e-book with GeoGebra applets showed a significantly higher level of motivation in the dimensions of attention-relevance and confidence-satisfaction than those who used static PDF e-book. According to the results, interactive GeoGebra applets can be easily adapted to the e-book environment. Therefore, this study may suggest that we should make effective use of existing technologies rather than reform innovations when designing e-books. The implications of the educational practice are discussed, and the direction of future studies in this field is also addressed.