by Tamer M. Kamel*, Mohamed W. Soliman, Nagwa Elshamy Elshamy Mohamed
ABSTRACT
This study aimed to examine the effect of the no-code development interface pattern, in its two forms, the block based interface and the logic-based interface, on developing educational application development skills and logical thinking among educational technology students. The study adopted a quasi-experimental design with two equivalent experimental groups. The research sample was randomly assigned to two experimental groups: the first group studied using a block-based no-code development interface (MIT App Inventor), whereas the second group studied using a logic-based no-code development interface (Microsoft Power Apps). Both treatments were implemented within a structured e-learning environment delivered through Moodle. The main research sample consisted of 100 third-year students from the Department of Educational Technology, with 50 students in each group. The experiment lasted for eight weeks during the first semester of the 2022/2023 academic year, beginning on Saturday, October 5, 2023. The study used a set of instruments, including a Cognitive Achievement Test, a Practical Performance Observation Checklist, a Final Product Quality Evaluation Rubric, a Logical Thinking Test, an Attitude Toward the No-Code Development Environment Scale, a Learning Environment Usability Questionnaire for the No-Code Development-Based Learning Environment, a Learning Interaction Analysis Log, and a Preliminary Data and Prior Experience Form. The validity and reliability of the instruments were verified through expert judgment, internal consistency, and reliability coefficients appropriate to the nature of each instrument. The data were analyzed using SPSS through descriptive statistics, the t-test, analysis of covariance (ANCOVA), and effect size calculations. The results showed that the block-based interface outperformed the logic-based interface in cognitive achievement,
practical performance, final product quality, attitude toward the no-code development environment, and perceived usability. In contrast, the logic-based interface outperformed the block-based interface in logical thinking and interaction within the learning environment. The significance of the study lies in providing an experimental model for employing no-code development environments in preparing educational technology students and in identifying the suitability of both block-based and logic-based interfaces for developing the cognitive, practical, and logical aspects associated with educational application development.
