A Legacy Game for Project Management in Software Engineering Courses

Molléri, Jefferson Seide; González-Huerta, Javier; Henningsson, Kennet

doi:10.1145/3209087.3209094

Cited by 7 publications

(8 citation statements)

References 14 publications

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“…Dugan's [10] review of approximately 200 computer science group courses identified some of the challenges, such as the difficulty students have valuing group work over individual work, and difficulties addressing role allocation. More recent reviews of group projects such as [11], [25], and [12] report similar experiences. However, such reviews provide an instructor perspective of group projects; they do not take into account the student perspective of courses.…”

Section: Delivering Group Projectsmentioning

confidence: 67%

Exploring the gap between the student expectations and the reality of teamwork in undergraduate software engineering group projects

Iacob

Faily

2019

Journal of Systems and Software

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Software engineering group projects aim to provide a nurturing environment for learning about teamwork in software engineering. Since social and teamwork issues have been consistently identified as serious problems in such projects, we aim to better understand the breakdown between the expectations teams have at the start of a group project and their experiences at the end of the project. In this paper, we investigate how 35 teams of undergraduate students approach software engineering group project courses, and how their previous experience with collaborative software development matches their expectations for group work. We then analyse the retrospective documents delivered by the same teams at the end of a 27-week software engineering group project course, mirroring the expectations at the start of the project with the realities described by the end of it.

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Section: Delivering Group Projectsmentioning

confidence: 67%

Exploring the gap between the student expectations and the reality of teamwork in undergraduate software engineering group projects

Iacob

Faily

2019

Journal of Systems and Software

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“…Therefore, a study can be classified as experimental (i.e., the study involves multiple groups of students with random assignments), quasi-experimental (i.e., the study uses either multiple groups of students or multiple moments of measurement, but with no random assignments), nonexperimental (i.e., the study does not use multiple groups, but it is conducted in a systematic way, such as case studies), or ad hoc (i.e., the study is conducted in an unsystematic manner and lacks of an explicit objective). [91,126] Board game [47,96,149] Software engineering models and methods (ISO/IEC 29110, Scrum)…”

Section: Rq4-methods Used To Evaluate the Soft Skills Promoted By Tmentioning

confidence: 99%

“…T A B L E 10 Soft skills promoted by using non-digital games Analytical skills, commitment/responsibility, communication, decision-making, interpersonal skills, motivation, teamwork, time management[47,55,91,96,97,126,144,145,149,150] 10 Digital game genres used for promoting soft skills in most explored knowledge areas…”

mentioning

confidence: 99%

The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review

García

Pacheco

Méndez

et al. 2020

Comp Applic In Engineering

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The software industry is becoming an increasingly important part of the economy in countries that have realized that the education of future software engineers is crucial to having a vibrant software industry. However, software engineering education is still influenced by traditional teaching impeding the acquisition of soft skills. Game‐based learning (GBL) combines learning with different known resources, such as games, to support and improve the teaching/learning process and/or student evaluation through active learning. This study presents a systematic literature review on the use of GBL for teaching software engineering at the undergraduate level, from 2001 to 2020, by addressing four research questions: What kinds of games have been developed for software engineering education? Which software engineering areas have been addressed by these games? Which soft skills have been promoted by using these games? How have these skills been evaluated? The study found 96 studies to answer these four questions. The findings provided evidence on the development of digital games focused on teaching the fundamentals of software engineering defined by software engineering body of knowledge. Moreover, these games have been able to promote the acquisition of more than one soft skill which is beneficial for undergraduate students.

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“…This course was an interesting opportunity for our integrated experiential learning approach that combines a game activity(reported in [41]) with a real design-implement task of a certain but controlled size. Although the SE course shares certain similarities with software project management courses, it is a core-area course that uses a small-scale, controlled-environment TLA for the students to experience a software project's challenges.…”

Section: Context: the Course Before The Interventionmentioning

confidence: 99%

Experiential Learning Approach for Software Engineering Courses at Higher Education Level

Gonzalez-Huerta,

Molleri,

Šablis

et al. 2020

Preprint

Self Cite

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Background: Software project management courses are becoming popular for teaching software engineering process models and methods. In order to be effective, this approach should be properly aligned with the learning outcomes. Common misalignments are caused by using an incorrect degree of realism or inappropriate support.Objective: Design, implement and evaluate a learning approach that helps students acquire knowledge (theoretical and practical) and enables them to solve similar challenges to the ones they will face in real-world software projects.Methods: Our proposed approach combines i) a serious game and ii) a design-implement task where the students face the development of a controlled-scale software development project. Students were required to plan and manage a software project according to its specification provided by the teachers. To evaluate the approach, we collected the student's perceptions through an online survey, analyzed the adherence of their project plans to a set of rubrics that drive the serious game, and analyzed the teams' reports submitted at the end of the course.Results: The students' perception suggests that the integrated approach promotes knowledge acquisition through practical learning, and reinforces the theoretical knowledge of the course, and that is aligned with the main learning outcomes of the course. Students were also able to reflect and make meaningful inferences about the application of theory in a real-life context. Conclusion:The experiential learning approach matches the intended objectives and reinforces a software project management course's theoretical knowledge. Our experience also points out insightful lessons for educators willing to apply such an integrated approach in software engineering curricula.

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A Legacy Game for Project Management in Software Engineering Courses

Cited by 7 publications

References 14 publications

Exploring the gap between the student expectations and the reality of teamwork in undergraduate software engineering group projects

Exploring the gap between the student expectations and the reality of teamwork in undergraduate software engineering group projects

The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review

Experiential Learning Approach for Software Engineering Courses at Higher Education Level

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