Scrum methodology is widely used in the information technology (IT) industry for the purposes of team-based iterative software development. However, limited studies have been conducted to explore the nature of interactions between a Scrum Master and other team members and the effect of these interactions on team effectiveness. The aim of this study is to understand the interactions between the Scrum Master and other team members in an educational setting and propose and demonstrate an application of cooperative game theory for the same. Cooperative game theory can model scenarios where other team members can benefit from cooperating. Through the lens of the cooperative game-theoretic model, we investigated the strategies employed by the Scrum Master and other team members when involved in a semi-capstone IT project. Specifically, the study explored the team interaction between a Scrum Master and other team members at three different levels of team effectiveness: least effective, partially effective, and most effective. Our results indicate that a Scrum Master should be active to maximize their payoff as well as the teams’ overall payoff. Contrary to this, other team members should be active in the most and partially effective teams, while being passive in the least effective teams at higher costs of interpersonal relations and the processes. The results of the study represent a novel application of game-theoretic modeling for understanding the Scrum Master and other team member interactions. These results are applicable not just in an educational setting but also to the wider area of software development by identifying the right set of strategies by the Scrum Master, and other team members in order to help IT professionals to maximize their payoff.

Background We evaluated the effect of three teaching strategies to facilitate teamwork in a systems analysis and design course during the COVID‐19 pandemic: (1) offering a HyFlex version of the course, (2) facilitating scheduled online teamwork sessions for all students, and (3) providing conflict resolution training to help teams overcome collaboration challenges. Purpose/Hypothesis To identify the impact of these instructional strategies and answer four research questions, we measured (1) performance, dynamics, and cooperation strategies of teams and (2) students' perceptions of their own and team members' performance along with changes in their perceptions of their conflict management skills. Design/Method We used a simultaneous triangulation mixed‐methods design to obtain distinct but complementary qualitative and quantitative data. We compared data from two offerings of the course: Fall 2019 and Fall 2020 semesters. In the Fall 2019 semester, an in‐person active learning strategy was used, while in the Fall 2020 semester, the course followed a HyFlex delivery mode due to the COVID‐19 pandemic. Results Findings suggest that the use of cooperative learning pedagogy along with HyFlex accommodations for safety and social distancing requirements for the Fall 2020 semester provided students with a comparable learning experience to a traditional in‐person mode. Conclusions Learning strategies, pedagogical supports, and teamwork training can enhance social interactions, and consequently, students' social presence in online learning. Conflict resolution training could be a valuable tool for improving teamwork skills and communication among team members.

Information technology professionals are required to possess both technical and professional skills while functioning in teams. Higher education institutions are promoting teamwork by engaging students in cooperative and project-based learning environments. We characterized teams based on their collective orientations and evaluated their team performance in a cooperative project-based learning environment situated in a sophomore-level systems analysis and design course. We explored the orientation patterns in terms of goals, roles, processes, and interpersonal relations (GRPI). Specifically, we analyzed team retrospectives of 23 teams using a mixed-method approach. Findings characterized teams into balanced and unbalanced orientations. Teams with balanced orientations demonstrated a higher level of team performance in terms of academic achievement than the unbalanced category.

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