Usability Evaluation of an Online Inquiry-Based Learning Platform for Computational Thinking (CT-ONLINQ)

With the increased focus on Computational Thinking (CT) in education, there has been an increase in the development of learning platforms to teach CT. The current study developed an Online Inquiry-based learning platform for Computational Thinking (CT-ONLINQ) to support CT activities using Inquiry-based Learning (IBL) pedagogy. IBL-based CT steps include algorithm design, analysis, and comparison of algorithms. The platform allows students to explore multiple solutions and provides hints as support during problem-solving activities. A 4-week experimental study was conducted to evaluate the usability of the online platform. A total of 79 9th-grade students volunteered to participate in this study to complete six activities. Subsequently, the students completed the SUS questionnaire and open-ended feedback questions. Results showed that around 80% of the students scored above the “Good” category (70-80), with a total average score of 78.45. Also, we analyzed the difference in rating scores among groups based on multiple background factors. Findings showed an average rating above 4 with no significant difference between the ratings among factors such as gender and math performance (below-above average math scores). In addition, analysis of the feedback comments showed that the platform is user-friendly, with students enthusiastic about learning coding on the platform.