Abstract
Application Programming Interfaces (APIs) play a pivotal role as critical infrastructural connectors in the development of platform applications. Insufficient API knowledge re- sources may hinder novice developers from comprehending fundamental platform application functionalities. The acquisition of knowledge pertaining to the design of efficient resources and the resolution of API-related issues through specialized courses can facilitate the creation of educational materials that enhance the learning strategies and problem-solving capabilities of API users. The study of API documentations and other knowledge resources has predominantly focused on experienced developers but lacks sufficient information from a novice’s standpoint. This research aims to offer insights into the reasons behind the perceived inadequacy of API knowledge boundary resources among novice platform application developers. The research addresses the question: "How can API knowledge resources be optimized using usability principles for entry-level platform application developers?". In order to do so, the research will construct a constructivist grounded theory through an interpretive case study and integrative literature reviews. The empirical findings from these research methods are used to discuss and construct a grounded theory using cognitive load theory and usability principles about entry-level developers’ API learning experiences. Usability principles significantly affect learners’ intrinsic, extraneous, and germane cognitive loads, according to the study. The research shows that optimizing intrinsic load, increasing the germane load and reducing extraneous load for novice developers is essential for positive learning experiences. This study offers valuable insights into the optimization of entry-level technical knowledge resources by incorporating pedagogical and psychological theories. Additionally, it provides two guidelines that learners can use as a source of inspiration in their learning journey.