The Role of Visual Scripting as a Conceptual Introduction Medium

Study Case The Role of Visual Scripting as a Conceptual Introduction Medium in Programming Education for Engineering Students Electrical Engineering Education Program University of Cincinnati Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract This study evaluates the effectiveness of visual scripting as a medium for teaching basic programming and the obstacles that arise when students transition to text-based programming. A survey was conducted on 45 students in the Electrical Engineering Education Program at the University of Cincinnati. The findings show that visual approaches using platforms such as Scratch or Blockly can improve basic understanding of branching logic, loops, and program structure, while reducing syntax load and increasing learning engagement. However, the transition to text-based programming using Jawa posed significant challenges, particularly in understanding syntax (experienced by 73% of respondents), debugging techniques (17%), and adapting to a more complex development environment, which led to a decline in confidence in the early stages. Overall, visual scripting is effective as a conceptual introduction, but a structured, gradual transition strategy is needed so that students can bridge the gap between visual interfaces and text code more effectively. Keywords: Visual Scripting, Programming, Learning Transition, Engineering Education INTRODUCTION Learning programming is a fundamental skill in technology and engineering education, especially for Electrical Engineering students who are required not only to master theory but also to be able to apply logic and algorithms in the form of MICHAEL KURNIAWAN 1 Study Case computational solutions. However, many beginner students experience initial difficulties such as syntax complexity and the use of technical development environments. Visual scripting—a programming method based on visual elements in the form of blocks or diagrams—offers an alternative to reduce these barriers, allowing students to learn basic concepts such as branching and looping without the pressure of coding rules. Platforms such as Scratch [1] and Blockly [2] have been proven to improve student understanding and engagement in the early stages of learning. However, the effectiveness of this approach in facilitating the transition to text-based programming such as Jawa still needs to be studied further, given that many students find it difficult to apply the concepts they have learned through a visual interface to a written code format in a real programming environment. Mastery of algorithmic logic and program-building skills are important assets for engineering students at the higher education level. Various studies note that novice students often face significant challenges when starting to learn programming. These obstacles include difficulty understanding syntax, low motivation uet o abstract learning, and limited interactive learning media. Research by Watson et al. [3] shows that programming has a high cognitive load because it requires conceptual and technical understanding simultaneously. Meanwhile, a study by Lahtinen et al. [4] reports that more than 60% of beginner students have difficulty understanding the basic structure of a program in the first six weeks of learning. Visual scripting is an approach that uses a block-based or visual diagram interface to represent program logic. In this approach, users compose logic flows by connecting visual elements without having to write code. A study by Meerbaum-Salant et al. [5] found that beginner students who learned using Scratch or Blockly showed a significant improvement in flow control understanding compared to students who started directly from text code. Figure 1. Visual Scripting Interface Display on Blockly MICHAEL KURNIAWAN 2 Study Case Weintrop & Wilensky [6] emphasize that visual representation aligns with the way beginners think and helps reduce initial cognitive load. Price & Barnes [7] also show that visual scripting can facilitate understanding of more abstract programming concepts such as recursion and condition management. Blockly has been widely used in programming education from elementary school to college. Franklin et al. [8] report that the use of Blockly increases student engagement and persistence in completing programming tasks. A comparison between visual scripting and text programming is shown in the following table. Table 1. Comparison of Visual Scripting and Text Programming The table illustrates the fundamental differences between the two approaches. Visual scripting utilizes graphical elements to represent program components, facilitates the debugging process through visual indicators, and supports rapid prototyping for low to medium complexity tasks. This approach is particularly suitable for beginners, especially through no-code or low-code platforms. In contrast, text programming uses languages such as C++, Java, or Python, which require a detailed understanding of syntax. Although more complex, text programming offers greater flexibility and control and is supported by version control systems and advanced development tools, making it suitable for large-scale projects. Although visual scripting is effective in introducing basic concepts, some studies show obstacles when students switch to text-based programming. Weintrop & Wilensky [9] identified a phenomenon of temporary performance decline due to significant differences between visual and text interfaces. Students accustomed to visual blocks often struggle with syntax rules, debugging techniques, and more complex program MICHAEL KURNIAWAN 3 Study Case structures. In addition, Meerbaum-Salant et al. [5] warn of the risk of the illusion of competence, a condition in which students feel they understand programming concepts but have difficulty implementing them in text code format. Therefore, a planned pedagogical approach is needed—for example, through the gradual integration of visual scripting and text code or by providing gradual syntax exercises—to help students develop comprehensive programming skills. Similar research in the context of higher education in the United States is still developing, especially in educational engineering programs. Thus, this study is expected to contribute significantly to strengthening international findings related to the effectiveness of visual scripting in programming education. METHOD This study uses a descriptive quantitative approach to provide a systematic overview of students' perceptions, experiences, and challenges when using visual scripting as a medium for learning programming. A survey method was used as the main data collection technique by distributing questionnaires to students who had taken programming courses. The research population included all students in the Electrical Engineering Education Program, College of Education, University of Cincinnati, who had taken the Algorithms and Programming and Object-Oriented Programming courses. The sampling technique used purposive sampling with the following criteria: 1. Active students in the current academic year 2. Have taken at least one programming course 3. Have used or been introduced to visual scripting in the learning process The final sample size was 45 students who met these criteria. Data was collected using an online questionnaire via Google Form. The questionnaire consisted of four sections: 1. Respondent Identity (class, semester) 2. Experience using visual scripting 3. Perception and effectiveness of visual scripting in programming learning 4. Challenges in the transition to text-based programming The instrument used a Likert scale (1–5), with a value of 1 = Strongly Disagree to 5 = Strongly Agree, as well as open-ended questions to obtain more in-depth qualitative MICHAEL KURNIAWAN 4 Study Case opinions. The instrument development indicators include: 1. Ease of understanding basic programming concepts 2. Level of learning engagement when using visual scripting 3. Difficulties in transitioning to text-based programming 4. Preferred learning method (visual, text, or combination) The instrument was validated by two experts in the field of programming learning and educational technology. The data were analyzed using quantitative descriptive analysis techniques, by calculating the mean, frequency, and percentage for each item on the Likert scale. Data from open-ended questions were analyzed using a thematic approach to identify response patterns. The analysis steps included: 1. Grouping data based on visual scripting and transition to text programming aspects 2. Calculating the average score and percentage distribution of each item 3. Presenting the results in tables and graphs to clarify the interpretation 4. Drawing conclusions based on data trends and comparing them with relevant literature RESULTS AND DISCUSSION This study involved 45 students from the Electrical Engineering Education Program, College of Education, University of Cincinnati, who had taken courses in Algorithms and Programming and Object-Oriented Programming. The majority of respondents were in their third semester or above, indicating that they had direct experience in programming practice. A total of 71% of respondents reported that they had used visual scripting platforms such as Scratch and Blockly, either through lectures or independent exploration. Figure 2. Distribution of Visual Scripting Experience MICHAEL KURNIAWAN 5 Study Case The majority of students stated that visual scripting helped them understand basic programming concepts, particularly logic, branching, and looping. Table 2. Average Student Perception Scores of the Advantages of Visual Scripting Students rated visual scripting as a more interesting and less confusing method because it does not require an understanding of complex syntax. Only 20% of respondents felt prepared when they first switched to text programming. Most expressed difficulty understanding syntax rules, debugging, and writing more in-depth code structures. Table 3. Student Perceptions of the Transition to Text Programming These findings support the results of Weintrop & Wilensky's [10] research, which states that visual scripting is effective in helping students understand basic programming concepts through more intuitive visual representations. This is in line with constructivist theory, which emphasizes the importance of learning based on direct experience. Students also showed higher levels of learning engagement when using visual scripting, which reduced frustration and increased confidence, consistent with the findings of Meerbaum-Salant et al. [5]. However, the results show that many students experience a decline in readiness when switching to text-based programming, mainly due to difficulties with strict syntax, debugging, and other technical demands. This is consistent with the findings of MICHAEL KURNIAWAN 6 Study Case Weintrop & Wilensky [11] regarding performance decline due to significant differences between visual and text-based environments. Table 4. Categories of Technical Difficulties during Transition Students often experience confusion uet o the loss of visual support that previously aided the understanding process. The phenomenon of illusion of competence is also evident from several responses, for example: • “When using blocks, I understand loops. But when writing Jawa code, I’m still confused.” • “It’s easier to focus on logic without having to think about semicolons or curly brackets, which I often get wrong.” Therefore, a gradual and structured scaffolding strategy is needed to facilitate the transition process. Visual scripting can be used in the early stages of learning to build conceptual understanding. Next, a blended learning model that combines visual and text representations can be applied. Possible transition strategies are illustrated in the following diagram. Figure 3. Gradual Transition Flow Diagram In the initial phase, students use visual scripting such as Scratch or Blockly to understand basic logic through the manipulation of visual blocks without the pressure of syntax. In the dual-mode learning phase, each visual concept is shown alongside its textual representation. For example, the repeat 10 times block is paired with the syntax for(int i = 0; i < 10; i++) in Java. Tools such as the Blockly-to-JavaScript converter can be used to reinforce the relationship between the two representations. MICHAEL KURNIAWAN 7 Study Case In the guided debugging phase, students learn how to interpret error messages and fix common syntax errors. Next, students are given projects that combine visual scripting and text programming elements, such as developing a simple game. In the final phase, students are guided to work entirely with text code, with indicators of success such as the ability to write code without visual support and perform debugging independently. With the right transition strategy, students can face the shift to text programming more effectively and be ready to enter a professional programming environment. CONCLUSION A survey of 45 students in the Electrical Engineering Education Program, College of Education, University of Cincinnati, shows that visual scripting is an effective learning medium in the early stages, helping students understand basic concepts and increasing their interest in learning. However, students face significant challenges when switching to text programming, especially in understanding syntax and debugging, which indicates a gap between conceptual understanding and technical skills. Therefore, a planned, gradual transition strategy is needed to introduce text programming progressively while avoiding the illusion of competence, a condition where students feel conceptually proficient but are not yet technically ready. REFERENCE MICHAEL KURNIAWAN 8 Study Case MICHAEL KURNIAWAN 9