Programming with Scratch and Unity in Continuing Education: An Approach Featuring Simple Video Game Creation Activities

Methods

A pre-experimental research design with a pre-test/post-test approach was conducted to examine the educational impact of a progressive coding intervention based on visual block programming and game development. The study was implemented within a university lifelong learning course entitled History of Video Games and their Implications in Education, offered by the National Distance Education University (UNED, Spain).

Descriptive statistics were calculated for all questionnaire items. To determine differences between pre-test and post-test responses, the nonparametric Wilcoxon signed-rank test was applied because the study employed paired measurements from the same participants. Statistical significance was established at a = .05.

Regarding the participants, the sample consisted of 54 participants enrolled in the course over two academic years. The group included 47.6% women and 52.4% men. All participants voluntarily completed the research instruments before and after the intervention.

The reliability of the research instrument was assessed using Cronbach’s alpha coefficient to determine the internal consistency of the questionnaire. The analysis yielded a Cronbach’s alpha value of 0.71, indicating an acceptable level of internal consistency according to commonly accepted psychometric standards. This result suggests that the questionnaire items demonstrate a satisfactory degree of homogeneity and are sufficiently correlated to measure the intended constructs consistently. Although the coefficient does not indicate excellent reliability, it exceeds the minimum threshold of 0.70 that is widely recommended for exploratory and educational research, supporting the suitability of the instrument for subsequent statistical analyses.

Therefore, the questionnaire can be considered a reliable tool for collecting data in the present study, providing sufficient confidence that the observed responses reflect the constructs under investigation rather than measurement error. Consequently, the instrument was deemed appropriate for further descriptive and inferential analyses.

Implementation

The intervention followed a progressive instructional sequence designed to facilitate the transition from introductory programming to the use of a professional game development environment. Participants first completed simple programming activities using Scratch, employing visual block-based programming to create interactive projects and educational games. Subsequently, they were introduced to the Unity game engine and basic C# programming through carefully scaffolded activities involving character movement, object interaction, and the development of a simplified version of the classic Pong video game.

The instructional design emphasised active learning, computational thinking, creativity, and problem-solving by engaging participants in the design and implementation of their own educational video games.

The intervention took place within the framework of the UNED course "History of Video Games and Their Implications for Education" (https://formacionpermanente.uned.es/tp_actividad/actividad/historia-de-los-videojuegos-y-sus-implicaciones-en-educacion), specifically through Task 3, which involved designing and developing a small educational video game using Scratch. This activity aimed to translate theoretical knowledge regarding video games and gamification into a practical creation experience, thereby fostering active learning and the development of digital competence. During the intervention, participants designed a video game with an educational purpose, first defining the learning objectives, theme, rules, and game mechanics. Subsequently, they programmed the project using Scratch blocks, incorporating characters, backdrops, events, variables, and scoring systems tailored to the chosen educational content.

The activity fostered the development of skills such as computational thinking [19], problem-solving, creativity, and digital resource planning [20]. It also provided insight into the potential of video games as learning tools by placing students in the role of educational experience designers rather than mere users. The course designates this task as an assessable activity accounting for one-third of the final grade, evaluating both the application of the material studied and the ability to create a functional educational resource.

This training implementation proposes straightforward programming sessions using Scratch and Unity:

Walking movement from left to right. The project is accessible here: https://scratch.mit.edu/projects/604757836/ Walking movement from left to right. The project is published here: https://josemsaezlopez.itch.io/cat-walk.

A paddle that interacts in the style of "Arkanoid" (https://scratch.mit.edu/projects/616899990/) (Figure 1).

Figure 1: Paddle project in Scratch.

And finally, the most complex project: creating the game that launched the video game industry with Atari: Pong. In Scratch (https://scratch.mit.edu/projects/609271614/) and Unity (https://josemsaezlopez.itch.io/pong1) (Figure 2).

Figure 2: Pong Project in Scratch (https://scratch.mit.edu/projects/609271614/) and Unity (https://josemsaezlopez.itch.io/pong1)

Results

Block-based programming and game engines in teacher training: Descriptive analysis and statistical inference using the Wilcoxon test

The analysis of Scale 1 “Block-based programming and game engines in education” reveals that items 1.1 and 1.3 show positive values ​​(combining "agree" and "strongly agree"); thus, the majority believe that coding knowledge is essential for training future teachers and that interacting with game engines is feasible within teacher training.

Regarding statistical inference for this scale, the Wilcoxon test indicates a statistically significant improvement (at a significance level of a = 0.05) for items 1.1, 1.3, 1.4 and 1.5. Therefore, following the intervention, the subjects improved their attitudes toward programming knowledge in teacher training (1.1), gained a greater appreciation for the importance of sequencing with Scratch (1.3), innovation (1.4) and motivation (1.5) (Table 1).

Regarding Scale 1 (Block-based programming and game engines in training), the results show a very positive assessment by the participants. Specifically, 79.5% consider that the programming approach fosters creativity (item 1.1), 79.5% believe it promotes educational innovation processes (item 1.4), and 74.0% indicate that working with coding increases motivation in learning processes (item 1.5). Likewise, 62.9% consider a content sequence progressing from Scratch to Unity to be feasible (item 1.3), while 64.7% believe it is possible to work with complex, creative game engines like Unity (item 1.2).

Regarding statistical significance, statistically significant improvements (a = 0.05) are observed in the items related to creativity development (1.1), content sequencing from Scratch to Unity (1.3), educational innovation (1.4), and increased motivation through coding (1.5). Conversely, no statistically significant differences are observed for the item regarding the feasibility of working with complex game engines like Unity (1.2).

Regarding the "Active Learning" scale (Scale 2), participants express a highly favourable perception of using programming as a learning methodology. 85.0% believe that programming fosters active participation in the learning process (item 2.4), while 81.4% state that a coding-based approach makes the subject matter more interesting (item 2.3). Furthermore, 72.1% believe that significant content is learned through visual block-based programming (item 2.1), and a very similar percentage (73.9%) considers that substantial content is also acquired through creative game engines (item 2.2).

Statistically significant improvements (α = 0.05) are observed across all items comprising the "Active Learning" dimension (2.1, 2.2, 2.3, and 2.4) following the implementation of the program and the intervention; this highlights the positive impact of the training initiative on participants' perceptions of active learning.

Discussion and conclusions

The results reveal a highly favourable assessment of block-based programming as a tool for fostering creativity, motivation, and active learning. Regarding the dimension of block-based programming and game engines in education, agreement rates exceeding 70% across most items indicate that participants view programming as a methodology that goes beyond the acquisition of technical content, promoting transversal skills such as creativity and educational innovation. These findings align with Papert’s [6] constructionist philosophy, which posits that learning is more meaningful when students create products that hold personal significance.

Similarly, the high value placed on creativity and motivation is consistent with the design of Scratch, an environment intended for students to learn by creating their own projects, thereby encouraging experimentation, problem-solving, and creative expression [7,8]. Existing literature also notes that visual programming environments eliminate many of the syntactic barriers found in traditional languages, allowing students to focus on designing solutions and developing computational thinking.

On the other hand, although participants consider the progression from Scratch to more complex development engines like Unity to be feasible, this aspect scores lower than the other dimensions; notably, the item regarding the direct use of Unity is the only one that does not show statistically significant differences. This result can be attributed to the greater technical complexity involved in using professional engines and the participants' limited prior experience with such tools. These findings align with research that highlights Scratch as an introductory environment while emphasising the need for appropriate methodological sequencing when transitioning to more complex languages ​​or engines.

Regarding the "Active Learning" dimension, the results reveal broad consensus on programming's potential to boost student engagement and make the subject matter more interesting. These perceptions are consistent with research showing that creating video games and interactive projects fosters active, student-centred methodologies, thereby promoting autonomy, problem-solving skills, and meaningful learning [21]. Furthermore, a systematic review by Conde Melguizo et al. [22] identifies Scratch as one of the most widely used tools for developing digital competencies and computational thinking in educational settings, while also underscoring the need for further research employing more robust methodological designs.

Overall, the results of this study support the use of training initiatives based on video game design using Scratch, such as the one developed during the intervention, as they foster both the perception of programming's utility and the development of active methodologies oriented toward the creation, rather than merely the consumption, of digital resources.

The findings lead to the conclusion that the intervention based on creating a video game with Scratch was highly valued by the participants. The majority believe that programming fosters creativity, boosts motivation, and serves as a suitable tool for promoting educational innovation processes.

Furthermore, the intervention helped reinforce the perception that programming encourages active learning by increasing student participation and making the subject matter more engaging. The statistically significant differences observed across all items in this dimension underscore the effectiveness of the developed initiative.

On the other hand, while participants view a progression from Scratch to more advanced development engines like Unity as feasible, this sentiment is more tempered; this suggests the advisability of designing gradual training pathways that allow the fundamentals of visual programming to be consolidated first.

A limitation of the study is that the results are based on participant perceptions rather than objective measures of performance or the development of computational thinking. Consequently, future research could incorporate experimental designs, control groups, and longitudinal assessments to analyse the impact of such interventions on learning and the acquisition of digital competencies.