Videogame Programming & Education: Enhancing Programming Skills Through Unity Visual Scripting

Videogames (VGs) are highly attractive for children and young people. Although videogames were once viewed mainly as sources of distraction and leisure, they are now widely recognised as powerful tools for competence development across diverse domains. Designing and implementing a videogame is even more appealing for children and novice students than merely playing it, but developing programming competencies using a text-based language often constitutes a significant barrier to entry. This article presents the implementation and evaluation of a videogame development experience with university students using the Unity engine and its Visual Scripting block-based tool. Students worked in teams and successfully completed videogame projects, demonstrating substantial gains in programming and game construction skills. The adopted methodology facilitated learning, collaboration, and engagement. Building on a quasi-experimental design that compared a prior unit based on C# and MonoGame with a subsequent unit based on Unity Visual Scripting, the study analyses differences in performance, development effort, and motivational indicators. The results show statistically significant improvements in grades, reduced development time for core mechanics, and higher self-reported confidence when Visual Scripting is employed. The evidence supports the view of Visual Scripting as an effective educational strategy to introduce programming concepts without the syntactic and semantic barriers of traditional text-based languages. The findings further suggest that Unity Visual Scripting can act as a didactic bridge towards advanced programming, and that its adoption in secondary and primary education is promising both for reinforcing traditional subjects (history, language, mathematics) and for fostering foundational programming and videogame development skills in an inclusive manner.