This study proposes a gamified design framework for aesthetic education in Chinese painting, based on Situated Cognition Theory. Traditional Chinese painting education faces challenges, such as limited interactivity and creativity, which hinder students’ aesthetic development. This paper introduces Cyannabar, a situational educational game designed to facilitate the systematic learning of Chinese painting composition, supported by a semiotic-based knowledge framework. The game’s design is structured around four key layers: cultural perception, functional interaction, information design, and cultural atmosphere. These layers guide students through the progressive mastery of compositional techniques, with AI-powered, personalized feedback to enhance the learning process. Furthermore, the game integrates a semiotic-based Chinese painting knowledge base, emphasizing compositional forms, cultural connotations, and contextual applications, fostering deeper cultural understanding. We believe this framework, rooted in Situated Cognition Theory and reinforced by a semiotic framework, represents an innovative approach to Chinese painting education. This framework has the potential to enhance engagement, deepen aesthetic appreciation, and strengthen cultural identity.