閱讀為吸收知識與學習學科的基礎，可以透過閱讀將自有的知識與新吸收的知識互相進行結合，產生自己的知識，唯有培養好的閱讀習慣與閱讀能力，才可以在學習知識之中如魚得水，尤其在21世紀科技爆發的年代中，每天都有大量資訊發生，閱讀更成為一項基本但卻非常關鍵的指標，然而根據許多研究指出，學生可能會因為閱讀興趣不足，而偏好持續閱讀某些領域與深度的書籍，導致閱讀能力固定在自己的閱讀舒適圈。 隨著資訊科技的進步，許多研究表示數位遊戲式學習可以引起學生學習興趣與動機，幫助學生進行學習，本研究以桃園市某國小小學三年級學生做為實驗對象，透過興趣驅動創造者理論實作「閱讀島」系統並進行主題閱讀活動，透過數位遊戲式輔助學生進行閱讀，引導學生脫離自己的閱讀舒適圈，嘗試閱讀自己不常閱讀的書籍，以及透過資料視覺化的方式，以遊戲建築升級與視覺化圖表，協助學生了解自身閱讀情形。 在實驗之後，透過實驗數據收集及訪談結果表示，實驗學生對於「閱讀島」系統皆表示興趣且在閱讀數據的深度及廣度方面均有提升。 ;Reading is the foundation of absorbing knowledge and learning disciplines. You can combine your own knowledge with newly absorbed knowledge through reading to generate your own knowledge. Only by cultivating good reading habits and reading abilities can you be in learning knowledge. For example, in the era of technological outbreaks in the 21st century, a lot of information occurs every day, and reading has become a basic but very critical indicator. However, according to many studies, students may prefer to continue reading because of insufficient reading interest. Books in certain fields and depths have caused reading ability to be fixed in their "reading comfort zone". With the advancement of information technology, many studies have shown that digital game learning can arouse students′ interest and motivation in learning, and help students to learn. This study uses the third-grade students of a primary school in Taoyuan City as the experimental object and Interest-driven creator theory. Implement the "Reading Island" system and carry out thematic reading activities, assist students in reading through digital games, guide students out of their "reading comfort zone", try to read books that they do not often read, and visualize through data, Use game building upgrades and visual charts to help students understand their reading situation. After the experiment, through experimental data collection and interview results, the experimental students expressed interest in the "Reading Island" system and improved the depth and breadth of reading data.
