Bridging the Gap Between Text-Based and Visual Programming: A Comparative Study of Efficiency and Student Engagement in Game Development

Abstract

The integration of Low-Code and No-Code (LCNC) tools in higher education challenges traditional text-based programming pedagogies. While visual environments are often relegated to K-12 education, their adoption in professional engines like Unity suggests a need to re-evaluate their role in engineering curricula. This study analyzes the effectiveness, development efficiency, and perceived utility of Unity Visual Scripting compared to traditional C# programming (MonoGame) within a “Physics for Videogames" undergraduate course. Employing a quasi-experimental design with a within-subjects approach (N = 22), students first developed a game using C#/MonoGame and subsequently a complex variant using Unity Visual Scripting. Metrics included development time for core mechanics, project grades, and pre/post surveys on self-efficacy. Results demonstrate a statistically significant reduction in development time (30–50% faster for core mechanics) using Visual Scripting. Furthermore, academic performance improved slightly, and students reported higher confidence levels. Crucially, participants identified Visual Scripting not as a replacement, but as a cognitive bridge that facilitates the understanding of algorithmic logic before tackling syntactic complexities. Consequently, Visual Scripting serves as an efficient accelerator for prototyping and conceptual learning in higher education, fostering a “logic-first, syntax-second" approach.