The integration of digital technologies into education has transformed teaching and learning worldwide, yet many Nigerian secondary schools continue to experience limited learner engagement in Computer Studies due to inadequate instructional resources, overcrowded classrooms, insufficient computer facilities, and the predominance of teacher-centred instructional methods. These challenges reduce students’ opportunities for practical learning and weaken the development of digital literacy skills required in the twenty-first century. Existing digital learning platforms often provide generic instructional support and are rarely designed to address the contextual realities of Computer Studies education in Nigerian secondary schools.This study adopts the Design Science Research (DSR) methodology to design a digital support system that enhances students’ behavioural, cognitive, and emotional engagement in Computer Studies. Following the Design Science Research framework proposed by Hevner et al. (2004) and Peffers et al. (2007), the study identifies the educational problem, derives design objectives from existing literature, develops a context-specific digital learning artifact, and proposes an evaluation strategy for assessing its effectiveness in real classroom settings. The proposed artifact integrates five instructional modules comprising interactive learning content, virtual demonstrations, formative assessment, learning progress monitoring, and feedback and communication mechanisms. The system is grounded in Constructivist Learning Theory, Self-Determination Theory, Cognitive Theory of Multimedia Learning, and Activity Theory, ensuring that pedagogical principles are embedded within the system architecture. Unlike many existing educational applications that focus primarily on content delivery, the proposed system is designed to support continuous learner interaction, personalized learning experiences, and practical skill acquisition within resource-constrained educational environments. The study contributes to both educational technology and information systems research by presenting a context-aware digital learning artifact specifically designed for Computer Studies instruction in Nigerian secondary schools. The proposed framework provides a practical model for improving learner engagement while offering researchers and policymakers a scalable approach for supporting digital literacy development in developing countries.

Keywords: Design Science Research, Digital Support System, Learning Engagement, Computer Studies, Educational Technology, Digital Literacy, Nigerian Secondary Schools.