Understanding how computers work helps students grasp the core concepts behind the digital devices that surround us in everyday life. One way to learn about how computers work is by introducing students to assembly programming. However, current educational tools for teaching assembly programming do not fully capitalize on the advancements made in block-based programming environments. Previous research has demonstrated the benefits of block-based programming over text-based alternatives, particularly in introductory programming courses. To assist the development of new block-based programming tools, Weintrop and Wilensky proposed a framework identifying four roles through which the block-based programming modality supports novice learners. They argue that the block-based programming modality (i) acts as a means for expressing ideas to the computer, (ii) provides a record of previously articulated intentions, (iii) offers a source of inspiration for construction, and (iv) mediates the meaning-making process. In this paper, we aim to examine whether the affordances outlined in Weintrop and Wilensky's framework extend to block-based assembly programming. To investigate these benefits, we conducted a qualitative case study with eight students from an introductory programming course for computer science teacher education majors, in which the students were introduced to assembly programming and then worked in pairs to solve assembly programming tasks in a blockbased assembly programming environment. We could observe the first three roles outlined in the framework; however, we could not identify the fourth role in the collected data. Additionally, in some instances, the identified roles did not directly assist students in improving their current task solutions. While the roles identified by Weintrop and Wilensky present valuable opportunities, these roles are not fully realized without additional considerations. For three of the four roles identified by Weintrop and Wilensk...

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