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Research on the Application of Two-Dimensional Card Games Based on Situated Cognition Theory in Food Science Popularization Games for Teenagers
To address the issues of fragmented popular science content, lack of situational immersion, and the separation of educational and entertainment elements in current food science popularization games for teenagers, this study introduces situated cognition theory as the core guiding framework based on an investigation and pain point analysis of existing food science popularization games. Combining the interactive advantages of two-dimensional card games, an innovative design scheme is proposed, featuring situational construction, task-driven gameplay, and card-based interaction. The scheme encompasses core elements such as modular knowledge systems, scenario-based interaction mechanisms, and situational visual presentation. By creating authentic agricultural production scenarios, it aims to help teenagers systematically acquire food knowledge and develop an understanding of food security through interactive card gameplay. The study seeks to provide a novel pathway for the engaging dissemination of food science popularization while offering references for the design and practice of similar educational games.
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