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

Background and Context This 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. Objective To verify the effectiveness of these approaches in teaching definite iteration, capturing any differences in students’performance and learning experience. Method A 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. Findings Both 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. Implications Both 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.