本研究使用高宜敏團隊開發之電子繪本軟體iCreate，提供創作及閱讀版本的繪本。本研究將研究對象分為創作組和閱讀組，創作組為加入創作於閱讀活動之前；純閱讀組則使用傳統閱讀方式，使用電子辭典進行查詢，但並未加上任何創作活動；利用以上兩組實驗，本研究欲探討透過參與式創作是否能影響學生的閱讀模式。研究結果發現，兩組學習者在閱讀動機、閱讀投入及英語閱讀理解的表現皆顯著高於閱讀組，透過眼動結果和行為序列也發現在創作區塊的凝視時間比例和回視、圖文之間的轉換也都顯著高於閱讀組，推論出當學習者在閱讀原版繪本時，會去比較自身創作與原版的差別，進而去了解作者想表達的故事內容，也可能因此對單字和劇情的印象較深，進而影響其閱讀理解的表現，而閱讀組則是在文字區塊的凝視時間比例和回視以及行為序列的結果顯著高於創作組，推論出閱讀組的學習者在閱讀時在文字區需要花費的時間較多，需要反覆閱讀才能吸收內容。

This research uses the electronic picture book software iCreate developed by Gloria Kao's team to provide creative and reading versions of picture books. This research divides the research objects into a creative group and a reading group. The creative group joins the creation before reading activities; the pure reading group uses traditional reading methods and uses electronic dictionaries for inquiries, but does not add any creative activities, this research intends to explore whether through participatory creation can affect students' reading mode.
The results of the study found that the performance of the two groups of learners in reading motivation, immersion, and English reading comprehension were significantly higher than those of the reading group. Through eye movement results and behavior sequences, it was also found that the proportion of gaze time and the look back, graphics and text in the creative block The conversion between them is also significantly higher than that of the reading group. It is deduced that when learners are reading the original picture book, they will compare their own creation and the original version, and then understand the content of the story that the author wants to express. In the reading group, the proportion of gaze time, retrospect and behavior sequence in the text block was significantly higher than that of the creative group. It is deduced that the learners in the reading group are reading when reading. It takes a lot of time in the text area, and you need to read it repeatedly to absorb the content.

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