A serious game for teaching the fundamentals of ISO/IEC/IEEE 29148 systems and software engineering – Lifecycle processes – Requirements engineering at undergraduate level

García, Iván A.; Pacheco, Carla; León, Andrés; Calvo-Manzano, José A.

doi:10.1016/j.csi.2019.103377

Cited by 39 publications

(15 citation statements)

References 24 publications

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“…The study showed that students who played the game increased their learning to a greater extent than students who were taught using a project-based instructional method instead. Lastly, [48] developed a serious computer game aimed at teaching stakeholder requirements definition and requirements analysis. Students who played the game considered that the game sessions were stimulating and that they helped to strengthen their understanding of the theoretical concepts learned in the classroom.…”

Section: Related Workmentioning

confidence: 99%

Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering

et al. 2020

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Section: Related Workmentioning

confidence: 99%

Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering

et al. 2020

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“…This action has to overcome reported impediments to teaching standards as lack of text books, lack of practical knowledge by educators, and availability and cost of access to technical standard documents [26], [32]. Innovative approaches such as gamification [8] may help educators to improve the teaching of standards.…”

Section: Discussionmentioning

confidence: 99%

A Study About the Knowledge and Use of Requirements Engineering Standards in Industry

Franch

Glinz

Méndez

et al. 2022

IIEEE Trans. Software Eng.

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Context. The use of standards is considered a vital part of any engineering discipline. So one could expect that standards play an important role in Requirements Engineering (RE) as well. However, little is known about the actual knowledge and use of RE-related standards in industry. Objective. In this article, we investigate to which extent standards and related artifacts such as templates or guidelines are known and used by RE practitioners. Method. To this end, we have conducted a questionnaire-based online survey. We could analyze the replies from 90 RE practitioners using a combination of closed and open-text questions. Results.Our results indicate that the knowledge and use of standards and related artifacts in RE is less widespread than one might expect from an engineering perspective. For example, about 47% of the respondents working as requirements engineers or business analysts do not know the core standard in RE, ISO/IEC/IEEE 29148. Participants in our study mostly use standards by personal decision rather than being imposed by their respective company, customer, or regulator. Beyond insufficient knowledge, we also found cultural and organizational factors impeding the widespread adoption of standards in RE. Conclusions. Overall, our results provide empirically informed insights into the actual use of standards and related artifacts in RE practice and -indirectly -about the value that the current standards create for RE practitioners.

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“…For example, resource management was highly considered when designing games for improving students' knowledge on project management [10,81], whereas other mechanics such as victory points, action points, or duels were used when designing games focused on improving the students' skills on programming [42,59,73,117,139]. Furthermore, missions, quizzes, and leaderboards were game mechanics used in the design of games focused on supporting the learning of requirements engineering topics [48,49,52,110]. Therefore, it can be concluded that not all of the game mechanics are effective for teaching all the knowledge areas in software engineering.…”

Section: Discussionmentioning

confidence: 99%

“…Analytical skills, communication, competition, customer orientation, decisionmaking, interpersonal skills, leadership, motivation, teamwork, time management, willingness to learn [14,23,28,33,41,49,64,80,81,93,101,102,106,107,131,139 and communication skills in students during a requirements engineering course, while promoting creative and problem-solving skills might be more important during a programming course). In addition to these findings, we have classified the collected information with the aim of extending the answer to RQ3 and to provide additional information for relating the game genres with the promoted soft skills.…”

Section: Soft Skillmentioning

confidence: 99%

“…In conclusion, it is worth mentioning that the analyzed studies showed a clear tendency for exploring the benefits that different game genres can provide for promoting soft skills among undergraduate students on software engineering courses. According to the collected studies, we observed the relevance of the appropriate Trivia [41,93] Role playing [49,101] Software engineering process (principles, processes, lifecycle, software process improvement)…”

Section: Soft Skillmentioning

confidence: 99%

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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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A serious game for teaching the fundamentals of ISO/IEC/IEEE 29148 systems and software engineering – Lifecycle processes – Requirements engineering at undergraduate level

Cited by 39 publications

References 24 publications

Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering

Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering

A Study About the Knowledge and Use of Requirements Engineering Standards in Industry

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

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