<p>Online platforms offer novel ways to influence children’s learning habits and potentially foster self-regulation. This research examined the influence of “MyReadscape,” a gamified online system featuring achievement goals (levels), a visual progress dashboard, badges, and leaderboards, on the reading behaviors and foundational self-regulatory practices of Taiwanese elementary students (Grades 2-3, <i>N</i> = 30). Adopting an 8-week design-based research methodology in an experimental school, we analyzed system logs, questionnaire data (including the Academic Self-Regulation Questionnaire, SRQ-A), and interview transcripts (<i>n</i> = 19). The intervention correlated with significant increases in reading quantity (<i>p</i> = 0.006) and diversification of genres read (χ² = 35.14, <i>p</i> = 0.001), particularly a rise in science/technology reading. However, overall reading interest scores did not change significantly. Analysis of SRQ-A data revealed a significant increase in Identified Regulation (<i>p</i> = 0.004), while other motivational styles remained stable. Qualitative findings illuminated distinct mechanisms: students actively utilized the dashboard for effective self-monitoring, enhancing self-awareness regarding reading volume and types. Conversely, the leaderboard motivated increased reading effort through social comparison dynamics and the pursuit of social goals, often overshadowing the minimal impact of badges. Intrinsic interest remained a critical factor mediating reading choices. The findings demonstrate how specific features within a gamified system can influence reading outcomes while supporting foundational self-regulatory practices (self-monitoring, goal-directed effort) and fostering specific motivational orientations (identified regulation), operating within a complex motivational landscape shaped by social factors. Implications for designing systems that leverage visual feedback for monitoring and thoughtfully integrate social elements are discussed.</p>