Abstract:

To promote the acquisition of skills related to the development of Computational Thinking (CT) and, specifically, programming, different educational environments can be used, including Visual Programming Languages (VPL). These platforms contribute to reducing the initial cognitive overload associated with text-based programming. However, factors such as interface design, user experience, and students' intrinsic motivation can have a significant influence on the effective development of skills such as logic and structured thinking. This work presents the design and application of an experiment that allows for the integrated evaluation of user experience and intrinsic motivation in the performance of tasks related to CT, through the use of two VPL platforms: Edublock and Scratch.

An intervention with equivalent activities was designed for the experiment. The sample consisted of 124 students over the age of 14 from a public secondary school. The participants were divided into two groups, and each group worked with one of the two tools to complete the designed activities. Data collection combined direct observation with standardised questionnaires in order to obtain a detailed analysis of both user experience and intrinsic motivation. The User Experience Questionnaire Short (UEQ-S) was used to evaluate user experience and usability, while intrinsic motivation was measured using the Intrinsic Motivation Inventory (IMI).

The results showed statistically significant differences between the use of both VPL platforms. In the UEQ-S questionnaire, Scratch obtained higher scores in both pragmatic and hedonic quality, although these differences were moderate in magnitude. In contrast, Edublocks received lower ratings, especially in the pragmatic dimension, associated with easy use and understanding of the environment. In terms of intrinsic motivation, measured using the IMI, Scratch also recorded higher means on the interest and enjoyment and perceived competence subscales. In contrast, Edublocks showed more moderate scores, especially on the perceived competence subscale.

In view of the above, a better user experience can be associated with higher levels of motivation and competence in the activity to be carried out. Therefore, it can be concluded that the design of the interface and user experience has a significant influence on students' perception and attitude towards learning programming, which is one of the most important skills in CT.

Keywords:

Computational thinking, visual programming language, user interface, user experience, intrinsic motivation, UEQ-S, IMI.