閱讀是學習的基礎，許多科目都需要經過閱讀來學習。過去許多研究已成功證明閱讀討論的教學方法，可以提升學生的閱讀興趣及動機。隨著網際網路科技的進步，討論不在侷限在課堂教室裡，先前研究團隊發現透過線上閱讀討論平台能讓學生可以選擇自己方便的時間交流想法，能幫助學生閱讀更多的書籍，但目前的平台較缺乏人際互動機制來延續討論。 本研究設計以書本為基礎的互動機制，建置「線上文字聊書」的系統，提升學生在系統上的互動，並提供兩種討論模式，讓學生自由選擇兩種討論模式進行閱讀討論，促進學生有更多討論。並且進一步了解學生使用系統的討論狀況，整理出不同的討論模式對學生進行討論的影響。兩種討論模式分別為：學生讀同一本書後進行討論，以及學生各自讀不同本書後進行討論。本研究以國小五年級學生三個班級為研究對象，共有85名學生參與。 研究結果發現學生在讀同一本書後進行討論的模式，討論內容較為豐富。而在各自讀不同本書進行討論的模式下，討論互動較為踴躍。研究也發現使用系統後能提升學生的閱讀書本的數量，且學生也會去看更多不同種類的書籍。 ;Reading is a fundamental way of learning. Students can produce better learning outcomes if they have high motivation in reading. Reading discussion has been regarded as a useful approach to increase students’ reading motivation. With the advance of communication technology, online discussion is widely used in various learning fields. Researchers believed that online reading discussion can provide students an opportunity to broaden reading horizons. Specifically, students can introduce a book they have read and shared opinions their peers, and thus encourage them to know more about other books and be more interested in reading. However, little research attentions so far have been devoted to a consideration of the use of incentive mechanisms to facilitate reading discussion. Thus, this thesis aims to design and implement an online reading discussion system which was embedded certain incentive mechanisms based on social relationship. This thesis further explores the effects of the designed incentive mechanisms. The participants are 85 fifth graders and three teachers in three respective classes from an elementary school. The results indicated that the overall effects of the incentive mechanisms are significant; students who use the discussion system read more and more books and were engaged in opinion sharing and feedback giving. The results further suggested that providing students the chance to participate various discussion groups according on their reading interest is a key feature of the system leading to enthusiastic participation.
