“…Most of the previous scientific literature has found that there are many reasons for the unwillingness of students in programming courses; they find that the content is incomprehensible and that traditional teaching methods rely heavily on theoretical lectures and focus on imparting declarative knowledge. At the same time, the large quantity of information, the lack of appropriate support (Elgamal, Abas, & Baladoh, 2013;Esteves et al, 2011;Gomes et al, 2008;Malik, 2008;Radoševic, Orehovacki, & Lovrencic, 2009), and the growing awareness of the causes of these challenges are the most Journal of Research in Curriculum, Instruction and Educational Technology important trends in ongoing and future research (Henderson, 2007;Jeffrey & Tricia, 2011;Matthews, 2014;Siti, 2012). Žufic & Jurcan (2015) found many tools that can be very useful, especially for students who need support, to help them to learn programming, but such tools and methods are not effective with most learners because they depend on the willingness and ability of the learner to conduct appropriate research on proposed solutions to problems.…”