第五章 結論與建議
第三節 未來研究方向
一、提升點讀筆的互動性與回饋機制
本研究針對點讀筆支援紙本繪本閱讀之教材設計僅運用朗讀故事語音與問 題提問之播音功能，但此一點讀筆可撰寫程式擴增其功能。因此，未來研究可針 對點讀筆設計閱讀互動與智慧型回饋機制，發揮點讀筆更大功效。例如：設計可 即時偵測兒童閱讀狀況，並進行即時閱讀診斷並提供自動回饋的機制，發揮點讀 筆輔助學習的特色。
二、點讀筆閱讀策略使用效益分析
本研究採用的三種不同閱讀模式均搭配預測策略，希望透過預測策略的導 入，讓兒童在閱讀的過程中培養良好的閱讀能力。但本研究採用的三種不同閱讀 模式均搭配預測策略，也未記錄預測策略的點擊次數，因此僅能透過訪談探究閱 讀策略對於兒童閱讀成效上的影響，無法了解閱讀策略與閱讀成效之間的關係。
未來研究可藉由記錄兒童運用點讀筆點擊閱讀策略之次數與閱讀成效進行相關 分析，以瞭解了解二者之間是否具有關聯性。另外也可針對何種閱讀策略搭配點 讀筆閱讀能促進兒童最大閱讀成效進行探討。
三、記錄點讀筆閱讀歷程與閱讀動機、注意力、情緒與成效之間的關聯
未來若能完整記錄包括點擊不同功能貼紙之次數及閱讀時間等運用點讀筆 輔助閱讀之歷程，則可針對所記錄之點讀筆閱讀歷程與閱讀動機、注意力、情緒、
理解成效之間的關聯性進行分析，有助於進一步了解點讀筆所具有功能對於兒童 閱讀的影響。
四、探討場地獨立場地相依認知風格採不同閱讀模式進行閱讀之影響差異 本研究旨在探究兒童採用傳統紙本繪本閱讀、電子繪本閱讀與點讀筆搭配紙 本繪本閱讀在閱讀動機、注意力、情緒、成效上的影響差異，此三種閱讀模式具 有不同程度之多媒體成份，因此本研究探討上述三種閱讀模式對於圖、文不同認 知風格兒童的影響差異。然而，在自主的閱讀過程中，點讀筆所具有的互動性較 強，具有類似學習夥伴伴讀之輔助閱讀特點，而傳統紙本繪本與電子繪本則偏向 於支援獨立閱讀特性。因此，未來可必要針對點讀筆搭配紙本繪本閱讀對於場地 獨立與場地相依認知風格兒童的影響進行研究。
五、延長實驗時間深入探討點讀筆對兒童的影響
本研究因能力與時間限制無法進行長期閱讀實驗，但由於兒童的閱讀能力、
動機與習慣等需要長期的培養，因此建議未來可延長實驗時間，以深入探討點讀 筆輔助兒童閱讀對其閱讀能力、動機與習慣等所產生的影響。
六、結合眼動儀針對兒童採用電子繪本進行閱讀時是否產生注意力發散效應進行 深入探究
本研究發現相較於紙本繪本閱讀以及點讀筆搭配紙本繪本閱讀，以電子繪本 輔以閱讀學習者的注意力標準差最高，推論可能有一定程度之注意力發散效應發 生。因此，未來可結合眼動儀分析兒童採用電子繪本輔以閱讀時的眼動行為，進 一步驗證是否發生電子繪本的動畫引發注意力分散效應。
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