Comparing programming interest, perceived programming difficulty and computational thinking skills in Block-based and Text-based programming learning in Minecraft in secondary school students

Programming is one of the teaching topics in STEM education. Meanwhile, Minecraft is one of the most popular games among youngsters worldwide and Minecraft education edition allows players to create objects through programming. This study aims at comparing the changes of students’ learning interest, perceived programming difficulty and computational thinking skills in text and block interface programming teaching in a game-based programming learning tool-Minecraft. Both qualitative and quantitative research method were applied. Data were collected from 2 class of 10 secondary students by using pre and post domain tests, self-reflection questions and interviews. Results showed that using Minecraft education edition to teach programming is suitable for students learning programming that provide positive effects on students’ learning interest, perceived programming difficulty and computational thinking skills. In addition, the study found that Block-based programming learning has greater benefit than Text-based learner in learning interest and perceived programming difficulty.