本研究旨在探討加入具有同儕聲音作為聲音旁白的繪本是否能降低國中學生的閱讀負荷，與找尋對閱讀萌發動機與沈浸之關鍵，並以眼動觀察其閱讀歷程。本研究以新北市某兩所國中七年級學生作為實驗施測對象，以眼睛狀況與家長及個人意願為基礎篩選條件，挑選75名國中學生進入眼動階段，最後成功取得樣本數為62名；研究素材使用包含聲音刺激元素的三種電子繪本形式(閱聽：圖＋聲音、聽讀：圖＋文＋聲音、同儕錄音：圖＋文＋同儕聲音)與傳統的圖文電子繪本(圖＋文)共四組，透過閱讀動機、認知負荷、沉浸狀態與閱讀理解等各維度分析，並輔以眼動儀觀察學生閱讀時的注意力分佈，深入了解其閱讀認知歷程。結果顯示，加入第三方聲音旁白能有較高的閱讀動機與沉浸狀態，且從眼動數據也可看出，總凝視次數或主角、文字及關鍵圖區的凝視次數都顯著高於圖文版本；另外，加入同儕聲音做為旁白，比第三方聲音更能引導閱讀者全面的觀察圖片細節，進而在需要閱讀圖片才能答題的推論理解部分顯著較高，從熱視圖與眼動軌跡也可看出，同儕錄音版本的視覺的確較全面的分佈在畫面的各處，但閱聽版本的視覺軌跡卻都集中在聲音旁白有提到的區塊。綜合上述，不同的聲音旁白能在不同的面向帶來助益，現場教師應以教學需求，選擇適合的聲音旁白操弄方式加入閱讀素材或教學活動中，協助學生找到最適合自己的閱讀方式。

This study aimed to explore whether electronic picture books(e-books) narrated by a peer could reduce junior high school students’ cognitive load as well as raise their motivation and trigger their flow to read. The entire process of reading was recorded by an eye-tracker for the purpose of identifying the key points and reading patterns for different versions of an e-book. Participants were 75 7th graders from two junior high schools, and only 62 students eye movement were successfully collected. The experiment compared not only three versions of e-book equipped with sound elements, including a sound-based version (pictures+sound), a mixed version with subtitles (pictures+words+sound), and a peer voice version with subtitles (pictures+words+peer voice), but also a traditional picture-based version (picture +words). The result showed that sound element cause significantly reading motivation and flow. The eye movement data also showed that total fixation duration or fixation count on role, text and key area of AOI significantly higher than picture-based version. Additional, took peer voice as sound element, could led students read picture details more comprehensive, and get higher scores on reading comprehension test. The heatmap and scanpath also showed the fixation points on peer voice version with subtitles would evenly distributed on the picture, but the fixation points on sound-based version would gather on some area that sound element mention. In sum, basing on teaching objectives, teachers can choose a suitable way mentioned above that adds sound elements into reading materials to help the students find a more efficient way to read.

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