dc.description.abstract | Reading is an essential foundation for absorbing knowledge and has a long-term impact on children’s learning. Reading motivation is one of the keys to students’ learning reading skills and cultivating reading habits. Studies have pointed out that low reading motivation will hinder students from staying active. Therefore, maintaining and improving students’ reading habits is an important issue. Moreover, long-term reading motivation needs to make students feel the value of reading for their growth through the planned goal-oriented activity guided by themself or the teacher. Furthermore, students’ reading comfort zone can be expanded via goal setting and teacher guidance. Regarding reading learning mode, modeled sustained silent reading, quiet reading, and guiding students to read a lot in order to cultivate their reading habits. However, previous studies have pointed out that it is difficult for students to choose suitable books from many books, but teachers are also challenging to help students set reading goals via track students’ reading. In recent years, there have been a lot of researches on eportfolios. Therefore, e-portfolios, which provide a review of learning progress, and plan learning goals, can help students and teachers set goals via the past learning record of students. In addition, the research on the application of recommendation systems in the education field has mostly pointed out that it has the function of information retrieval to strengthen and promote learning activities. Consequently, this research develops a digital record file system with a recommendation function and develops a teacher-end student reading record dashboard via student record records. Subsequently, these systems are integrated into the learning environment, and designs a reading progress planning mechanism to promote students’ reading and enhance their reading motivation. v More specifically, this research aims to explore the effectiveness of these systems, in terms of recommending, reviewing self-progress and schedule planning. Moreover, this research integrates the systems into the actual learning environment, including learners’ reading motivation, reading volume, reading depth, reading breadth, and system recommendation functions. This study analyzed the reading record and reading motivation of 42 middle-grade students. In addition, the research tools include a reading motivation scale, reading behavior questionnaire, growth test and system log files. This study use a nonparametric method and lag sequence analysis (LSA) is applied to explore the impact of students with different reading depth tendencies on their reading depth, breadth, number, and motivation. The results of this research show that the main results are divided into the following three points: (1) After the system intervention, the overall reading motivation of all students has been significantly improved; (2) After the system intervention, the students are willing to read deeper level books as a whole; (3) Students are the recommended book list has a certain degree of acceptance, and has a particular effect of guiding them to read deeper level books. The results of this research help the following researchers combine e-portfolios with recommendation systems to provide references for future research. In addition, the system model developed in this research also provides a reference direction for future teachers to apply different disciplines. | en_US |