A Requirement Management Education Support Tool for Requirement Elicitation Process of REBOK

Kakeshita, Tetsuro; Yamashita, Satoshi

doi:10.1109/acit-csi.2015.16

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…18 The problem of ensuring the validity of the generated requirements is studied in Ogata and Matsuura 20 and Kakeshita and Yamashita. 22 Ogata and Matsuura develop an automated prototype generation tool for a model-based requirements analysis using Unified Modeling Language (UML) to allow the instructor to check the correctness of the input-output data of each section of the model. 20 Kakeshita and Yamashita guide students on the accuracy of the created requirements analysis models by comparing them to the correct one provided by the instructor.…”

Section: Use Of Technologies In Requirements Engineering Educationmentioning

confidence: 99%

“…20 Kakeshita and Yamashita guide students on the accuracy of the created requirements analysis models by comparing them to the correct one provided by the instructor. 22 Vega et al build a digital game to teach the steps of elicitation through the metaphoric representation of a software development team meeting. 17 Likewise, other educational games are used to make paper-based methods more efficient and engaging while still allowing students to learn real-world concepts.…”

Section: Use Of Technologies In Requirements Engineering Educationmentioning

confidence: 99%

“…To facilitate remote student cooperation on the same SRS document, Liang et al create a web‐based wiki platform 18 . The problem of ensuring the validity of the generated requirements is studied in Ogata and Matsuura 20 and Kakeshita and Yamashita 22 . Ogata and Matsuura develop an automated prototype generation tool for a model‐based requirements analysis using Unified Modeling Language (UML) to allow the instructor to check the correctness of the input‐output data of each section of the model 20 .…”

Section: Related Workmentioning

confidence: 99%

“…Ogata and Matsuura develop an automated prototype generation tool for a model‐based requirements analysis using Unified Modeling Language (UML) to allow the instructor to check the correctness of the input‐output data of each section of the model 20 . Kakeshita and Yamashita guide students on the accuracy of the created requirements analysis models by comparing them to the correct one provided by the instructor 22 . Vega et al build a digital game to teach the steps of elicitation through the metaphoric representation of a software development team meeting 17 .…”

Section: Related Workmentioning

confidence: 99%

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RoboREIT: An interactive robotic tutor with instructive feedback component for requirements elicitation interview training

Görer,

Aydemir

2023

J Software Evolu Process

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Interviewing stakeholders is the most popular technique for eliciting requirements. The success of an interview depends on the interviewer's theoretical knowledge, preparedness, and communication skills. Practice interviews allow students to apply their knowledge and improve their skills through experience. This practical training is resource‐intensive, requiring the time and effort of a stakeholder for each student, which may not be feasible for a large number of students. This paper introduces RoboREIT, an interactive Robotic tutor for Requirements Elicitation Interview Training. RoboREIT addresses the scalability problem of practice sessions with a robotic tutor acting as a stakeholder during the interview and providing feedback after the interview. We performed an exploratory user study to evaluate RoboREIT and demonstrate its applicability in requirements elicitation interview training. The quantitative and qualitative analyses of the users' responses reveal the appreciation of RoboREIT. Our study is the first in the literature that utilizes a social robot in requirements elicitation interview education. RoboREIT's design incorporates replaying faulty interview stages and allows the student to learn from mistakes by a second time practicing. All participants praised the feedback component, which is not present in the state of the art, for being helpful in identifying the mistakes. A favorable response rate of 81% for the system's usefulness indicates the positive perception of the participants.

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Section: Use Of Technologies In Requirements Engineering Educationmentioning

confidence: 99%

Section: Use Of Technologies In Requirements Engineering Educationmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

See 2 more Smart Citations

RoboREIT: An interactive robotic tutor with instructive feedback component for requirements elicitation interview training

Görer,

Aydemir

2023

J Software Evolu Process

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“…12. Among the most common are elicitation (39.72% of studies, e.g., [53,69,86,102,150,174,176]), modeling (28.77% of studies, which includes "modeling syntax" [17,34,66] and "process modeling" [107,159]). Eleven studies (15.07%) explicitly aim to instruct the whole RE process, while validation, verification, or quality assurance are a topic in only eight studies (10.96%, e.g., [41,69]), and management in only five studies (6.85%, including "time management," "project management," or "process management," i.e., [14,38,100,114,121]).…”

Section: Teaching Re Activities and Requirements Qualitymentioning

confidence: 99%

A systematic literature review of requirements engineering education

et al. 2022

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Requirements engineering (RE) has established itself as a core software engineering discipline. It is well acknowledged that good RE leads to higher quality software and considerably reduces the risk of failure or budget-overspending of software development projects. It is of vital importance to train future software engineers in RE and educate future requirements engineers to adequately manage requirements in various projects. To this date, there exists no central concept of what RE education shall comprise. To lay a foundation, we report on a systematic literature review of the field and provide a systematic map describing the current state of RE education. Doing so allows us to describe how the educational landscape has changed over the last decade. Results show that only a few established author collaborations exist and that RE education research is predominantly published in venues other than the top RE research venues (i.e., in venues other than the RE conference and journal). Key trends in RE instruction of the past decade include involvement of real or realistic stakeholders, teaching predominantly elicitation as an RE activity, and increasing student factors such as motivation or communication skills. Finally, we discuss open opportunities in RE education, such as training for security requirements and supply chain risk management, as well as developing a pedagogical foundation grounded in evidence of effective instructional approaches.

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Mind Maps in Requirements Engineering: A Systematic Mapping

Vilchez

Pow-Sang

2019

Design, User Experience, and Usability. Design Philosophy and Theory

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A Requirement Management Education Support Tool for Requirement Elicitation Process of REBOK

Cited by 6 publications

References 2 publications

RoboREIT: An interactive robotic tutor with instructive feedback component for requirements elicitation interview training

RoboREIT: An interactive robotic tutor with instructive feedback component for requirements elicitation interview training

A systematic literature review of requirements engineering education

Mind Maps in Requirements Engineering: A Systematic Mapping

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