Libraries are facing new challenges as traditional knowledge dissemination sites and need to more effectively stimulate children’s passion for reading. This study focuses on the application of gamification and interactivity technologies in children’s reading areas in libraries, and draws on the systematic design approach of the FBS model to analyse the relationship between reading products and user interactions with a focus on users’ preconceived behaviours and structure-driven behaviours. According to the FBS model and field research, it is found that the reading products in libraries do not take children’s cognitive development characteristics into full consideration, resulting in the content not being graded; the interaction methods are boring and complicated, and fail to effectively stimulate children’s interest in reading books. Finally, we propose a strategy to eliminate the problem from the aspects of users’ anticipatory and structure-driven behaviours, and content hierarchy, in order to provide a useful reference for the optimization of the children’s reading area in libraries, and to create more attractive and educational value of children’s reading products, which not only improve children’s reading skills, but also significantly enhance their motivation to learn and their reading experience.