Integrating Scratch into Digital Genetics Courses: The Differential Effects of Simulation and Programming on Students’ Learning Emotions and Attitudes toward Scratch

Abstract

This study examines the affective impacts of integrating Scratch simulations and programming into secondary genetics education. A quasi-experimental study (N=82) compared three online environments: text-and-graphics (control), simulation, and programming. Paired-samples t-tests and the Johnson-Neyman technique revealed distinct affective outcomes. The programming group showed statistically significant increases in both positive learning emotions and interest in using Scratch. Interaction analyses indicated that for students with lower initial emotional baselines, the control group was more effective, likely due to cognitive load constraints. Conversely, programming significantly enhanced self-efficacy for students with lower initial self-efficacy, highlighting the value of block-based mastery experiences. These findings underscore the necessity of differentiated digital scaffolds that balance cognitive load with affective support to accommodate diverse learner baselines.