同理心，意指一個人在保持清晰自我的情境下，能夠設想他人所處心理狀態的能力。該能力已被多項研究證實能夠幫助人們發展理性思維與利他行為，並且具有高度的可塑性，是下一代學習者的必備技能。而透過閱讀敘事文本，讀者可將自己置換至故事角色的立場之上，想像其當時的思維與情緒狀態，在這樣模擬過程中提高對故事角色的同理心，進而遷移至現實世界中的同理能力，甚至是利他行為。而兒童故事同理心框架(Empathy Building Through Children’s Storybook，簡稱EBCS)，明確了繪本內容設計輔助讀者發展同理心的最高潛能。通過還原故事中可能對白的模式，將學生更能夠理解組外角色(即不相似他人)的內心歷程，同時通過電子繪本的互動與音效提示突出角色情緒，讓讀者能夠更貼近角色當時的可能想法，在強化閱讀動機與閱讀沉浸感之餘，也有效提升讀者的情緒理解能力。而擴增實境(Augmented Reality)的立體呈現的方式更有助於強化閱讀素材所展現的情緒狀態，並提供更高的互動可能，強化讀者與故事角色間的交流。本研究整合EBCS框架進行電子繪本內容設計，並在其基礎上運用Cospace.edu線上工具製作AR應用，研究對象為北部某三所大學學生共九十人，依照男女平均分配至純閱讀組、EBCS閱讀組與EBCS+AR閱讀組。研究結果發現，結合AR應用，能實際強化EBCS框架的成效，促進讀者自主嘗試探索故事內容，雖無法立即影響讀者的個人同理心能力，但卻可有效增強其閱讀動機與正向閱讀情緒，並對故事中角色有更高的情緒理解。在正向影響讀者的利他行為意願之餘，也為其未來的同理心發展可能提供立基。

Empathy refers to a person’s ability to imagine what it would be like in other people’s situation with clear self-awareness. Many studies have verified that empathy is helpful for people in developing rational thinking and altruistic behavior; furthermore, empathy is a highly malleable trait. All these aspects have made empathy an essential skill for learners of the next generation. Through reading narrative texts, readers can relate to the characters and further picture their thinking and emotions at the time. Under a scenario simulation like this, students’ empathy towards the characters can be improved, which can then be transferred to the real world and even encourage altruistic behavior. The Empathy Building Through Children's Storybook (EBCS) framework has identified the highest potential for picture book content design to assist readers in developing empathy. By restoring the possible dialogue patterns in the story, students would be able to better understand the mental process of the out-of-group characters (i.e., people whom they could hardly relate to due to the lack of reference). Meanwhile, with the interactive feature and the sound cues in the EBCS framework, the presentation of the characters' emotions in the story were reinforced, which allowed readers to imagine characters' possible thoughts. Augmented Reality (AR) is a three-dimensional presentation that helps to enhance the emotional state shown in reading materials and that provides possibilities of higher interaction to strengthen communication between readers and story characters. In this study, the EBCS framework was integrated into the content design of the e-picture book, and the Cospace.edu online tool was used to create the AR application. 90 students from three universities in northern Taiwan were recruited, and men and women were divided equally into three groups: the pure reading group, the EBCS reading group, and the EBCS+AR reading group. The results of the study showed that the combination of AR applications enhanced the effectiveness of the EBCS framework by facilitating readers' independent attempts to explore the story content. Although it did not immediately affect readers' personal empathy, it effectively enhanced their reading motivation and positive reading emotions, as well as their emotion understanding of the characters in the story. While positively influencing readers' willingness to act altruistically, it also provides a foundation for their future empathy development.

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