Does learner mindset matter while learning programming in a computer-based learning environment?

Computer programming has gained significant attention in recent decades. However, concerns persist regarding students' learning outcomes and success rates in programming courses. It is established that learner interaction influences learning outcomes in a computer-based learning environment (CBLE). Many factors influencing learning interaction with a CBLE have been analysed in this context, except the learner mindset. The term "learner mindset" refers to an individual's beliefs regarding the potential for their abilities to change and improve. Those with a fixed mindset believe their abilities are set in stone, whereas individuals with a growth mindset believe learning can enhance capabilities. This study examines how different learner mindsets (fixed versus growth) affect interaction patterns in a computer-based learning environment (CBLE) designed explicitly for teaching Python programming. We collected the log data along with learners’ self-report to mindset questionnaire. We aim to identify learners' interaction patterns and behaviour by analysing log data and utilising process-mining techniques. Based on their reported mindsets, we have reported the differences in the behaviour of learners' interaction patterns within the CBLE observed.