Exploring Cognitive Learning Theory Application in Safety Education Games for Preschoolers

With the rising exposure of preschoolers to the Internet and digital technology, they encounter more intricate safety risks. Consequently, effectively teaching safety to preschoolers has become pressing. Educational games, being innovative educational tools, captivate children's interest, foster motivation to learn, and offer a conducive learning setting. Cognitive learning theory, serving as the foundation for educational game design, stresses active learner participation, knowledge construction, and metacognitive skill development. Consequently, integrating cognitive learning theory into safety educational games for preschoolers is anticipated to improve educational outcomes and user engagement. This study aims to investigate how cognitive learning theory is utilized in safety education games for preschoolers, analyzing its effects on game functions, user experience, and educational outcomes. Implementing cognitive learning theory can improve the efficacy of safety education for preschoolers, offering valuable guidance and support for game design and educational implementation. This holds immense importance in bolstering safety awareness and self-protection skills among preschoolers, offering an innovative educational approach for their secure development.