由於數位科技的普及化，以數位閱讀載具進行閱讀的機會愈來愈多，本研究以國小學童之實體書本閱讀方式為參考依據，利用筆記型電腦進行數位閱讀之模擬，藉以探討影響數位閱讀的三種因子，即螢幕尺寸、字體大小與字體型式等三項變項，研究成果可做為開發適合國小學童數位閱讀載具的設計原則與參考。
探討閱讀變項可以分成螢幕尺寸（D, 6 英吋與12 英吋）、字體大小（FSI, 2.22x2.22 和 4.43 x4.43mm）與字體型式（FST, 明體Ming 與楷體Kai）進行受試者間（between-subjects ）實驗 設計，相關依變項為閱讀時間及理解度等，所收集的資料經SPSS 分析比較，本研究結果發現 以國小學童為基礎的文字閱讀模式下，螢幕資訊呈現以字體大小的變項影響最大，當在較大螢 幕12 英吋下閱讀時，字體大小為4.43 x 4.43mm 時的閱讀時間比2.22x2.22mm 快，而且字體大 小也分別與螢幕尺寸和字體型式產生交互作用，也就是當12 英吋螢幕下採用4.43x4.43mm 字體 大小搭配楷體下的閱讀時間，優於2.22x2.22mm 搭配明體字體的閱讀時間。因此在本研究所討 論的三項變項中，以字體大小的影響最是重要，其次才是為螢幕尺寸與字型兩項變項之影響。 有關理解度方面雖然三個變項都未達到顯著差異，但受測者之理解度均達到百分之八十以上， 顯示研究變項之使用仍具有設計參考價值。

Due to the popularity of digital technology, the chance to read by using digital platform has been increasing more than before. This study adopts the elementary school students’ book-reading style as references to help create digital reading simulations by using notebook computer. Three important reading factors, such as display size, font size, and font style, are adopted as independent variables. The research results can be used as design principles and references for developing appropriate digital reading device for elementary school students to use.
This study adopts a 2 (display, D, 6 and 12 inches) x 2 (font size, FSI, 2.22x2.22 and 4.43x 4.43mm) x 2 (font style, FST, Ming and Kai styles) between-subjects experimental design. The dependent variables are reading time and comprehension. The collected data were analyzed by SPSS statistical package. The generated results indicated that when elementary school students read texts on a display, the major affecting factor is the font size. That is, when reading on a 12-inch display, a student has better reading performance by look at the font size of 4.43 x 4.43mm than the 2.22 x 2.22mm. In addition, the factor of font size has significant interaction effect with display size and with font style individually. That is, when reading on a 12-inch display, a student has better reading performance with the font size of 4.43x4.43mm and Kai style than with the font size of 2.22x2.22mm and Ming style. Therefore, in this study, the font size has the major influence on elementary school students’ reading performance followed by display size and font style. Those there exist no significant effect on the comprehension in terms of all higher than 80%. This indicated that the discussed independent variables were important for design references.