Programming with Scratch and Unity in Continuing Education: An Approach Featuring Simple Video Game Creation Activities
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Abstract
This study examines the implementation of coding in a lifelong learning context through a progressive instructional approach that begins with simple activities using the visual block-based programming environment Scratch and gradually introduces the Unity game engine and the C# programming language through carefully sequenced tasks. A pre-experimental pre-test/post-test design was conducted with 54 participants enrolled in a university continuing education course. Two scales were administered to assess participants’ perceptions regarding programming, game engines, and active learning. Descriptive statistics and inferential analysis were performed using the Wilcoxon signed-rank test. The findings reveal significant improvements in participants’ perceptions of coding as a pedagogical strategy, particularly regarding creativity, educational innovation, motivation, active learning, and student engagement. The results also support the feasibility of a gradual progression from visual block-based programming to professional game development environments, highlighting the educational potential of combining Scratch and Unity in teacher training and lifelong learning programs.
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