Research On The Design Of Digital Game-based Learning Activities For High School Python Cognitive Learning Engagement

With the advent of the era of artificial intelligence,programming as the core of intelligent industry development and an indispensable ability to enter the era of artificial intelligence has been gradually paid attention to,and is deeply integrated with the information technology courses of primary and secondary schools.The "New Curriculum Standards for Information Technology in General High Schools(2017 Edition and 2020Revision)" issued by the Ministry of Education puts forward requirements for students to carry out programming practice in combination with problems,use computer programming to solve problems,and use programming languages to implement teaching programs.Studies have proved that learning based on digital games often has good results in the face of difficult to organize knowledge components,and has great potential for programming learning,and cognitive learning input is a key factor affecting students’ learning effectiveness.Therefore,this study designs programming learning activities based on digital game case learning,promotes students’ programming cognitive learning investment,and enriches the theory and practice of digital game learning for high school Python cognitive learning investment.This research first focuses on how to build an effective learning activity model to guide the development of practice through the intrinsic relationship between digital games,cognitive learning input,and Python programming.Firstly,through the review and combing of literature,the cognitive input,Python and digital game analysis model based on activity theory are constructed,and the three key elements of cognitive input,Python and digital game are mapped outward with activity theory as the core,and the endogenous mechanism of Python cognitive investment based on digital game learning is explained from the logic of method layer,carrier layer and target layer.Secondly,on the basis of the analysis of the previous learning activity model and the gamified learning activity model,this study combines constructivist theory,activity theory and DGBL theory,and draws on the high school Python digital game learning activity model framework for cognitive learning input,which guides and explains the specific learning activity model with three parts: operation,driving and effectiveness,and the specific learning activity model is divided into five processes: preliminary analysis,task division,activity implementation,evaluation judgment,and iterative correction.Finally,under the guidance of design-based research methods,this study designs and implements three rounds of iterative teaching research over a period of ten weeks.The design part takes the "Snake" case as an example,and divides it into three stages of learning tasks according to the game attributes and difficulty levels.The practice part collects and analyzes data from student works,classroom observations and interviews,and guides the iterative revision of the model.Finally,through the overall analysis of students’ cognitive learning engagement,grades,works,classroom observations,interviews,learning reports and other data,the following conclusions are drawn:Learning based on digital games can help improve students’ motivation and test scores for Python,help students self-management and self-supervision,help students generate cognitive strategies,metacognitive strategies and resource management strategies,and can well guide the progress of learning activities.This also shows that the learning activity model designed by this institute has a good guiding effect.Considering the limitations of this study,the research prospect and suggestions are given: in the learning process based on digital game cases,it is necessary to clearly understand that game is form and content is the key,and reduce the probability of digital game being formalized.Always pay attention to learning motivation and give timely feedback and evaluation.Necessary and sufficient learning support can be given according to learning pain points such as culture,practice,technical resource distance and psychological dependence.