Block-based programming requires multimodal literacy because learners must coordinate information from multiple sources, including textual prompts, color-coded blocks and spatial layout, navigation controls, and dynamic output—work we conceptualize as multimodal coding literacy. Eye-tracking offers a process-level view of this literacy by showing where, for how long, and how students shift attention across interface regions. Guided by prior work on coding-as-literacy and child eye-tracking, we ask whether gendered gaze patterns—fixations, saccades, and AOI transitions—are associated with problem-solving efficiency during independent programming. Thirty-two upper-elementary students (19 boys, 13 girls) completed a short block-based task while gaze and on-screen actions were recorded. We defined four Areas of Interest (Script, Coding Blocks, Output, Navigation) and computed 187 gaze/interaction metrics. Fifteen metrics differed by gender, clustering in (a) Script attention (fixation counts; visit/glance durations), (b) Navigation interactions (mouse clicks; click–release sequences), (c) saccadic dynamics (amplitude; peak velocity), and (d) Output-transition timing. These differences indicate distinct attention pathways through the coding workspace (Script → Blocks → Output → Navigation), highlighting process rather than just end scores.