How block categories affect learner satisfaction with a block-based programming interface

摘要

In recent years, block-based programming languages have been employed as learning tools to help students starting out with programming. How we design the layout of the available blocks likely impacts the success of the student. In this study, we compare student performance in three conditions consisting of different layouts of block categories in a block-based language: a grouping based on computer science (CS) concepts, a grouping based on block functionality, and one with no groupings. We measured task completion time, quality of the final code product, and perceived system usability. We found that although time and quality did not differ across conditions, the students in the functionality condition reported higher usability scores than the students in the CS concepts condition. These results can inform how we design block-based interfaces to improve learner satisfaction without affecting their performance.