This study explores the role of design-based research (DBR) in shaping the learning experiences within visual programming education. Visual programming courses offer a unique way of introducing programming concepts by allowing students to manipulate visual elements rather than writing traditional code. While these courses can engage students effectively, challenges in teaching complex programming logic remain. By applying a design-based research approach, this study seeks to understand how iterative design and continuous feedback loops between designers, educators, and students can enhance both the curriculum and the learning environment. The study focuses on analyzing how DBR can improve students' conceptual understanding, problem-solving skills, and engagement in visual programming. Data was gathered through classroom observations, student feedback, and educator reflections, revealing key insights into how instructional design adaptations influence learning outcomes. Findings suggest that DBR offers a flexible framework for integrating real-time feedback and adjustments, which significantly enhances the pedagogical effectiveness of visual programming courses. The study contributes to the field by demonstrating the practical benefits of DBR in adapting and refining educational experiences in the context of visual programming, offering valuable implications for both curriculum developers and instructors.

Design-Based Research (DBR), Visual Programming, Educational Innovation

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