To provide more useful feedback strategies in DGBL, this study investigated the effects of dynamic feedback (feedback contents adjusted to game task difficulty) and static feedback (the same feedback contents for all tasks) on students' learning by using an educational programming game with easy to difficult game tasks. In addition, a lag sequence analysis was used to analyze the behavior patterns of learners. A sample of 105 university students were randomly assigned to four feedback treatment conditions. The results showed that dynamic feedback, with feedback contents appropriately adjusted to the task difficulty levels (i.e., simple hints after easy game tasks and detailed explanations after difficult game tasks), were more effective in enhancing students' learning achievement and gaming engagement. Furthermore, we also found that providing detailed explanations after both easy and difficult game tasks led to a decrease in learners' engagement. The implications of findings and future research directions are discussed.

为了在 DGBL 中提供更有用的反馈策略，本研究通过使用易于使用的教​​育编程游戏，研究了动态反馈（根据游戏任务难度调整反馈内容）和静态反馈（所有任务的反馈内容相同）对学生学习的影响。到困难的游戏任务。此外，还使用滞后序列分析来分析学习者的行为模式。105 名大学生样本被随机分配到四种反馈治疗条件下。结果显示，根据任务难度适当调整反馈内容的动态反馈（即简单的游戏任务后简单提示，困难的游戏任务后详细解释）更能有效提高学生的学习成绩和游戏参与度。此外，我们还发现，在简单和困难的游戏任务之后提供详细的解释会导致学习者的参与度下降。讨论了研究结果的含义和未来的研究方向。