Difficulties in the learning of computer programming have been a universal problem. One of the main contributors of this problem is due to the teaching material used in guiding the students. Traditional teaching method using books and PowerPoint slides are not effective enough to support the dynamic nature of computer programming. Hence, a more effective teaching material such as screencasting is required to support the learning of computer programming. This study examined the moderating effect of logic in the learning of C++ computer programming using screencasting among undergraduates. A true experimental pre-test and post-test research design was conducted involving 65 first-year undergraduate students (aged 19-22) who have never attended any formal computer programming course prior to the study. These students were randomly assigned to two groups: the screencast and narration (SN) mode group and the screencast, text, and narration (STN) mode group. Results showed that the different levels of logic amongst the students in the two treatment modes did not have any effect in the learning of C++ computer programming.