Abstract
Based on design thinking principles, this study explores how children with different types of learning motivation—curiosity-driven and task-oriented—engage with a prompt-based interface to search for books and record their reflections after reading. By integrating the concept of prompt engineering into library search and information retrieval interfaces, the researcher conducted qualitative observations of children’s behavioral responses during interface interactions. The study identified two distinct interaction patterns among participating children (ages 7 to 11), leading to the development of two corresponding interface strategies and the subsequent creation of initial prototype tests. For curiosity-driven children, the interface encourages open- ended exploration, while for task-oriented children, prompt-based support is used to guide them step-by-step through the search and reading process. The Technology Acceptance Model (TAM) was applied to assess children’s perceptions of enjoyment, ease of use, and usefulness in relation to the interface. This research focuses on children’s experiences of book-searching via the prompt interface, their reading and interpretative behaviors, and their emotional feedback. Ultimately, it proposes a personalized interaction design strategy tailored to curiosity-driven motivation, offering valuable design principles for children's information retrieval
Keywords
Learning Motivation; Prompt Design; Children’s Reading Applications; Technology Acceptance Model (TAM); Chat GPT
DOI
https://doi.org/10.21606/iasdr.2025.477
Citation
Lin, Y.,and Wu, K.(2025) Designing Interactive Reward Mechanisms Application for Children with Different Learning Motivations and Related Reading Behaviors, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.477
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 5 - Design Thinking
Designing Interactive Reward Mechanisms Application for Children with Different Learning Motivations and Related Reading Behaviors
Based on design thinking principles, this study explores how children with different types of learning motivation—curiosity-driven and task-oriented—engage with a prompt-based interface to search for books and record their reflections after reading. By integrating the concept of prompt engineering into library search and information retrieval interfaces, the researcher conducted qualitative observations of children’s behavioral responses during interface interactions. The study identified two distinct interaction patterns among participating children (ages 7 to 11), leading to the development of two corresponding interface strategies and the subsequent creation of initial prototype tests. For curiosity-driven children, the interface encourages open- ended exploration, while for task-oriented children, prompt-based support is used to guide them step-by-step through the search and reading process. The Technology Acceptance Model (TAM) was applied to assess children’s perceptions of enjoyment, ease of use, and usefulness in relation to the interface. This research focuses on children’s experiences of book-searching via the prompt interface, their reading and interpretative behaviors, and their emotional feedback. Ultimately, it proposes a personalized interaction design strategy tailored to curiosity-driven motivation, offering valuable design principles for children's information retrieval