An Event-Centered Learning Analytics Approach to Programming Language Transitions in a Hybrid Environment

Abstract

This exploratory study examines primary school students’ emotional experience when learning programming in a hybrid environment combining blockbased programming (BBP) and text-based programming (TBP). The aim is twofold: first, to analyze the emotional indicators associated with the use of each programming modality, and second, to examine how these indicators evolve during transitions between them. Data were collected from five students using a system measuring stress and attention, synchronized with programming activities. The results show that, within a hybrid environment, the overall emotional profiles observed in BBP and TBP remain comparable, suggesting emotional continuity between the two modalities. The analysis of transition events further indicates that emotional changes depend more on the pedagogical context and the timing of the transition than on the programming language itself. These findings highlight the potential of hybrid programming environments to support an emotionally sustainable transition toward text-based programming.