Puzzle-based vs UMC approaches for learning iteration in grade 3

Background and ContextThis study investigates how third-grade Italian students (aged 8) learn definite ('repeat n times') iteration, using either a puzzle-based or Use-Modify-Create (UMC) instructional approach, both delivered on the Code.org Studio platform.ObjectiveTo verify the effectiveness of these approaches in teaching definite iteration, capturing any differences in students'performance and learning experience.MethodA quasi-experimental study (93 teachers, 1434 students), with pre- and post-intervention assessments, and a learning intervention of 4 one-hour lessons, directly delivered by teachers.FindingsBoth approaches proved successful. Students who experienced the puzzle-based approach performed slightly better. The UMC approach proved nearly as effective, earning slight preference by participants.ImplicationsBoth approaches proved suitable for early primary education. This work helps frame the puzzle-based approach as a teaching method, and provides tested instructional materials grounded in the UMC approach, adapted to the Code.org Studio environment.