在臺灣，兒童閱讀長期受到各界重視，各地區多所學校也不遺餘力地推動閱讀相關活動。明日閱讀計畫自從多年前開始實踐以來，已成功推動了台灣中小學校園進行閱讀活動，幫助學生養成閱讀的興趣與習慣，並取得了卓越成果。有鑑於此，明日閱讀為了更進一步的發展，同時也考量在明日閱讀的基礎上提供更全面的支持。提出明日閱讀2.0，以「廣博閱讀」、「大量閱讀」和「登台」三個主要推動方向為基礎。
為支持明日閱讀2.0的目標，本研究主要專注於提升學生的閱讀廣度和數量，為此開發了一個「百閱」成就目標系統，為了顯示學生的閱讀廣度，設計閱讀儀表板，讓學生能夠清晰地了解自己的閱讀書籍種類與數量等。為了幫助學生能閱讀更廣更多的書籍，系統設計100個閱讀關卡，這些關卡提供不同種類與難度的書籍給學生選擇，學生需選擇關卡中的書籍進行閱讀，讀完才算過關，這些關卡設計了不同程度的過關條件，根據閱讀量有分成基本數量、超額數量與超級數量三個等級。除了閱讀關卡，系統提供各書籍類型的成就獎章，讓學生在閱讀完某一類書籍特定本數後可以獲得相對應的成就獎章。此外，系統加入榮譽榜的機制，每週選出在各領域閱讀量前3名的學生，將他們的閱讀表現呈現在「百閱榜」上，作為其他學生的典範。這些功能鼓勵學生持續閱讀各關卡的書籍，增加閱讀廣度與閱讀量。
本研究屬於設計研究，主要以系統設計為主要的研究方向，目標是開發或設計系統解決現有問題或滿足特定需求，將對所設計之系統進行初步的測試與觀察。研究中會讓少量的受試者使用系統功能，針對使用者回饋，增修系統設計或功能。
本研究的評估對象為實驗教育機構的二跟三年級兩個班級的學生，總共30人。研究結果顯示，學生使用系統後，願意嘗試不同領域書籍。學生的閱讀總本數也有成長，且會主動追蹤自己的閱讀數量、閱讀書籍種類、閱讀書籍難度等資訊。成就目標系統設計的功能，主要目的是希望學生能讀更廣更多的書，以支持明日閱讀2.0的發展。

In Taiwan, children's reading has been regarded as important by all sectors of the community, and many schools had made an effort to promote reading-related activities. Reading for Tomorrow project has been implemented many years ago, it successfully encouraged reading activities in primary and secondary school in Taiwan, helping students develop an interest and habit of reading. Now, it enters a new phase of project development, aiming to provide more comprehensive support for the future of Reading for Tomorrow. Reading for Tomorrow 2.0 is based on three main directions: " Breadth Reading", " Quantity Reading", and " Staging." To help students enhance their reading breadth and quantity, this research has developed an achievement goal system, providing students with comprehensive reading support. The system records and tracks students' reading progress and presents reading information in an intuitive visual manner, allowing students to have a clear understanding of their reading situation.
This research belongs to the design research, with a primary focus on system design. It aims to develop or design systems to address existing problems or meet specific needs. The system will do preliminary testing and observation. A small number of participants will be invited to use the system, and based on user feedback, the system design will be improved accordingly.
The participants are from two classes, consisting of second and third-grade students from an experimental educational institution, totaling 30 participants. The study results indicate that after using the system, students are willing to explore books from various fields. There has been an increase in the total number of books read by students, and they proactively track information such as their reading quantity, types of books read, and the difficulty level of books. The primary objective of designing the achievement-oriented system is to encourage students to read a wider range and greater quantity of books, thereby supporting the development of Reading for Tomorrow 2.0.

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