Abstract
<p>Eye tracking reveals attention patterns in block-based programming, enabling the examination of gender-linked differences as students navigate text prompts, color-coded blocks, navigation widgets, and dynamic output. Using a mixed-methods approach, this study examined how 32 upper-elementary students (19 boys, 13 girls; grades 4–6) allocated visual attention across four Areas of Interest (Script, Coding Blocks, Output, and Navigation) during an independent Scratch-like coding task. Quantitative analysis of 187 metrics revealed 15 statistically significant gender differences across AOIs. Qualitative review of eye-tracking recordings indicated that girls tended to reread and plan within Script and checked Output later and for longer durations, whereas boys moved to the workspace sooner, disengaged from Blocks faster, and made brief early Output checks. Overall, the findings suggest distinct multimodal literacy strategies rather than differences in coding ability.</p>