The first obstacles to overcome when a student has to face the task of programming for the first time are the abstraction level, the comprehension of a language with unfamiliar concepts for him/her and the specific syntax for each programming language. This work presents the qualitative results obtained in a study focused on the gain of skills for learning programming languages. The experiment has been carried out in a classroom with 50 university students from the second year of the Degree in Video Game Design and Development. Students have worked with Scratch programming language on their first year, a tool created to facilitate programming learning, and with Gamesonomy, a game engine created to ease video game development without programming knowledge. The main purpose of this work is focused on the question: which one of these two tools is more appealing, easy to understand and to use, as well as which one of them is more efficient for a further initiation on the traditional programming. To test them, the students have fulfilled an evaluation test for each tool. After the analysis of the results, it is concluded that Gamesonomy seems to be more efficient to develop logical thinking and to have a better transition to conventional programming languages. [For the complete proceedings, see ED600498.]