Inquiry-based Learning is an efficient learning method. This method is applied in many science courses. It is a research-oriented method which awakens personal curiosity of learners. Learners are motivated intrinsically, and they learn by research. Wide research areas can be investigated using Inquiry-based Learning. It can be applied to all learning areas. In the literature, Inquiry-based Learning is applied to science education. In this paper, Inquiry-based Learning is applied to a software engineering course. The application is novel because the area is a non-science area. Cryptocurrencies, which are applications of blockchain technologies, are selected as the research area. Research is done by students freely. Results of research are combined and shared among students. Students are assessed. Inquiry-based Learning is applied in a least structured way. In other words, open Inquiry-based Learning is applied. To empower it, gamification is used. A methodology for open Inquiry-based Learning is presented. The effect of gamification is measured.

Software engineering means applying engineering principles to software development. In the same way, agile software engineering means applying agile approaches to software engineering. Software engineering courses try to teach software development life cycle using project‐based approaches. Also, they endeavor to include real life issues of software engineering to the courses. Moreover, they struggle to teach teamwork in software development because it is a requirement of the real life software development. In robotics education, competition‐based learning is efficiently used for years. Competitions can be organized in teams and real‐world issues can be simulated with them. In this work, a competition‐based learning approach is applied in an agile software engineering course to increase the efficiency of teaching software engineering, and the results of the approach are presented. Real‐world issues of agile software development are simulated using competition‐based setting. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:382–387, 2016; View this article online at http://www.wileyonlinelibrary.com/journal/cae; DOI

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