Computer programming involves a high degree of problem-solving activity and is perceived as an essential skill for today's digital world. Recent studies have mostly focused on how to make programming accessible and engaging for children thought computer game. The general goal of our research is to develop an understanding of how children learn to create projects in technologically rich situations and to develop ways to support children in visual programming situations. It builds on the knowledge that elementary school students can learn to program, through work with Scratch. They can use basic programming skills to design their own projects. We present evidence that describes the relationship between animated stories along with a series of factors that can potentially affect success with type of goal specificity and individual differences during Self-regulated learning environment.