数字化教育游戏这项新的教学尝试已经渐渐被研究者运用到从幼儿到成人教育的各个教育阶段中。在软件市场，游戏厂商也大量针对幼儿开发数字化教育游戏。然而，看起来有声有色的数字化教育游戏产业却面临着研究者质疑、高市场淘汰以及玩家回避的窘境。为了设计开发优秀的数字化教育游戏，组织有效的数字化教育游戏活动，必须首先了解学习者在使用数字化游戏进行学习过程中交互行为特点。本研究综合运用了参与式观察、调查法（包括问卷调查和访谈）以及文献调研法。选取了43名幼儿作为研究对象，对幼儿与游戏界面的交互，幼儿与游戏内容的交互，幼儿与共同参与者的交互进行了研究。研究结果如下：从总体上看，幼儿参加区角数字化游戏活动体现出了极高的专注性、存在个体差异、高成就感和愉悦感、高度的游戏秩序和“第四人称游戏”五个特点。幼儿与数字化游戏界面的交互特点为：(1)能胜任基本操作，但不会处理异常状况；(2)通过倾听、模仿、复述、应答和忽视理解游戏说明；(3)更能理解形象的游戏反馈；(4)游戏角色和情节能使幼儿感知游戏进度、浸入游戏、识别游戏，幼儿也进行与之相关的假扮游戏。幼儿与数字化游戏内容的交互体现为识别表征问题、选择和使用策略。幼儿依靠复述游戏说明、试误以及联系先前游戏经验来识别和表征问题时。在选择和使用策略时，幼儿倾向于选择熟悉但低效的策略。在游戏过程中，幼儿偶尔能逐渐形成一些解决问题的策略，但数字化游戏不利于新形成策略的形成和稳定。幼儿在进行区角数字化游戏活动时，与共同参与者之间表现出互助、维持秩序、情感分享等行为。其交互特点是：互助行为不平衡，以数字化游戏单元为基础的活动高度有序，情感表达受其他共同参与者影响。影响幼儿数字化游戏交互行为的主要因素包括活动动机、认知水平、操作空间三个。最后，针对幼儿数字化游戏设计、区角数字化游戏活动设计和区角数字化游戏活动教师指导方法进行了可行的教学建议。

Digital games have been gradually applied to various stages of educational practice, which were from pre-school education to continuing education. Game makers also have developed a large number of educational games for young children. However, the educational game industry is also facing a lot of problems. Such as the researchers’ questioned, Market competition and abandonment of players. In order to design and develop excellent digital educational games, organize effective digital educational game activities, at first we must found out the interaction in the learning process by using digital educational games.This research integrated use participant observation, investigation (including questionnaires and interviews) as well as literature research method, 43 children as research subjects. The interactivity of game interface interaction; the interaction of learning content; the interaction between children has been concerned. From the overall point of this research, young children who participate in the digital game regional activities reflected five characteristics, high concentration, individual difference, sense of achievement and sense of joy, high amusement defends, Fourth Person game.The research of interface interactivity characteristics shows that: (1) young children are competent at basic operation, but they can’t deal with the exception; (2) young children could comprehend Game Instructions by listening, imitating, repeating, making response or neglecting; (3)young children could understand visualize feedback easier; (4) game characters and plot could help young children immersing in the game, controlling the progress or attending role-playing games. The content-based interactivity of regional digital game activities are the progress of defining and represent problem, taking a choice and using strategies. Young children could defining and represent problem by repeating game instruction, using trial-and-error method or basing on experience. Young children prefer to choosing those strategies which are knew well but inefficient in regional digital game activities. Those activities go against forming and stabilizing new strategies.When young children attend regional digital game activities with other participators, helping each other, maintaining order and sharing emotion are their main interpersonal behavior. The characteristics of interpersonal behavior are: (1) the unbalance of helping behavior; (2) maintaining activity order by the unitization of digital games; (3) young children’s emotion often affected by other participators.Young children carrying out their activities in digitization activities and games, and interactive performance of the co-participants for mutual aid behavior, maintain order, emotional expression. But mutual aid in the event of unbalanced behavior, digitization activities and games the strict module division makes children's digital activities and games very orderly, and has a wealth of emotional expression.The motivation of activities, cognitive level and operation space are the main factors of the behaviors of young children who participate in regional digital game activities.Finally, the research offer some practical proposals of game design, regional digital game activity design and activity instruction.