本研究旨在閱讀活動中加入數位遊戲式學習，並藉由適性（無提示對照組、低觸發提示組、高觸發提示組）與否之提示幫助小學生破關完成任務，期讓小學生可以從數位遊戲的幫助下提升整體參與閱讀活動的動機、並提升閱讀理解，同時比較加入適性策略對參與閱讀動機、閱讀理解是否產生影響。
研究結果指出，整體數位遊戲不管適性提示與否皆可以提升小學生的參與閱讀之動機；在閱讀理解方面，低觸發提示組之分數都較另外兩組高，合理推測低觸發提示組對於小學生的仔細閱讀、閱讀理解是有幫助的；因此研究認為此一閱讀活動加入數位遊戲式學習是一個可以發展並應用的教學策略，推薦給教學設計者以及後續研究者參考。

This study aims to insert digital game-based learning into reading activities and assist elementary school students in completing the quests through adaptive prompts (Unprompted control group, low-triggering prompted group, high-triggering prompted group), hoping to enhance students' overall participation, motivation in reading activities, and reading comprehension. Meanwhile, adaptive strategies concerning influences of the motivation in reading, and reading comprehension are supplemented and compared.
The results indicate that the entire digital game enhances students' participative motivation in reading whether the prompts are presented or not. Regarding reading comprehension, the low-triggering prompted group scored higher than the other two. It could be inferred that low-triggering prompts are helpful to elementary school students' reading in depth and reading comprehension. Therefore, this study considers digital game-based learning a teaching strategy that can be developed and applied, and it is recommended to instructional designers and subsequent researchers for reference.

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