## 1 Introduction  
With the advancement of intelligent technologies, information technology (IT) education has become an important part of basic education, exerting a decisive impact on students' future careers and the overall development of society [1]. IT courses are not only aimed at imparting foundational knowledge and programming skills but also emphasize the cultivation of higher-order thinking skills, including problem-solving abilities, computational thinking, and creativity [2]. However, in most IT courses, teachers typically rely on textbooks, lectures, and programming instruction to help students master relevant knowledge and operational skills. Such teaching methods struggle to ignite students' interest in learning and enhance their higher-order thinking [3]. Moreover, due to individual differences among students, traditional teaching methods often fail to provide sufficient personalized feedback, limiting the maximization of learning outcomes [4]. This makes learning dull and fails to motivate students to engage in positive learning behaviors. Therefore, enhancing students' interest in learning, cultivating higher-order thinking, and providing personalized learning services in IT courses are of paramount importance. AI chatbots, as an innovative teaching tool, have shown immense potential in providing personalized support and enhancing students' higher-order thinking [5]. They can guide students like human tutors and provide immediate feedback [6]. Additionally, AI chatbots can cater to students' unique learning needs [7], offering personalized learning experiences. They can also alleviate learners' stress and reduce cognitive load [8]. Numerous studies have demonstrated that AI chatbots can improve learners' academic performance and cultivate their thinking skills, particularly problem-solving and innovation abilities. For instance, [PERSON] and [PERSON] [9] applied AI chatbots in biology and found that they significantly improved students' academic achievements. [PERSON] et al. [10] used a quasi-experimental method with the course \"Remote Education\" and discovered that AI chatbot-supported teaching robots significantly enhanced students' problem-solving, innovation, and collaborative learning abilities. [PERSON] [11] used a ChatGPT-based flipped learning instructional approach for teaching and learning and found that this approach significantly improved learners' performance and creative thinking. [PERSON] [12] used a generative AI chatbot as a virtual learning partner in a business ethics course and found that it improved students' problem-solving skills. On the other hand, research has found that AI chatbots still face challenges in comprehensively enhancing learner engagement. Some researchers applied ChatGPT in mathematics learning and found no significant difference in learners' intrinsic motivation, enthusiasm, and social engagement compared to traditional Google search-assisted learning [7]. [PERSON] et al. 's [13] systematic review analyzed various applications of educational chatbots and found that over time students lose interest in interacting with an AI chatbot, which does not occur when interacting with a human partner. Therefore, despite the progress made by AI chatbots in improving academic performance, cultivating higher-order thinking, and providing personalized education, challenges remain in fully enhancing learner engagement and learning investment. Digital game-based learning (DGBL) introduces competitive mechanisms, achievement systems, and reward mechanisms to provide learners with engaging, interactive, and challenging learning environments, significantly boosting students' learning motivation and participation [14]. This teaching strategy addresses the issues of dull classroom instruction and low student engagement [15; 16], motivating learners to persist in their studies [17]. Moreover, DGBL can enhance learners' flow experiences [18]. A good flow experience during learning will make learners more focused and even enjoy the learning process [19].