Puzzle-Based vs UMC Approaches for Learning Iteration in Grade 3

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. Data for 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.