An agile software engineering process improvement game

Maxim, Bruce R.; Kaur, Raspinder; Apzynski, Christopher; Edwards, Derek; Evans, Ethan J

doi:10.1109/fie.2016.7757682

Cited by 21 publications

(10 citation statements)

References 7 publications

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“…The works related to this research are proposed for the teaching of the software process, and include the following: Refs. [11][12][13].…”

Section: Related Workmentioning

confidence: 99%

“…Ref. [12] reported on the development of a game with artificial intelligence for teaching software-process improvement. The game was evaluated through its interface, which took into account usability and learning.…”

Section: Related Workmentioning

confidence: 99%

“…In the studies [10,11], intervention in the teaching and learning process in software engineering is reported, with student-centered learning. As in studies [7,12,13], proposals for teaching specific areas of the software process are discussed. Therefore, the research trend for the teaching process is visualized, specifically for the software process.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation and Use of a Student-Centered Syllabus for the Software Process Subject in a Postgraduate Course: A Quasi-Experiment

QUARESMA

Oliveira

2022

Education Sciences

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Background: The software-development process is considered a knowledge area in software engineering that allows the performance of activities for the inception of a functional software. In a globalized software context, where companies and organizations have their data and information controlled by applications, it can be seen that the form of construction, that is, the path for which the software is built, has relevance for users. Problem Analysis: Within this reality, it is possible to observe that over the years, scientific research has identified competence deficits for professionals trained in software engineering and more specifically in the software-development processes. Purpose: This work aims to develop and apply a syllabus for the software-development process, with student-centered learning strategies, as it allows for centrality of the teaching and learning process for the student. Methods: The strategies were selected through a literature review, which informed which ones were adopted to intervene in the traditional teaching process in software. Other methodological procedures adopted to identification of the necessary requirements for the development of the syllabus were (i) a survey with the identification and perception of professionals and professors on the research theme, (ii) equivalence mapping of the main documents related to the theme of research at an educational level, and (iii) the identification of how to develop a syllabus. After gathering the requirements, the syllabus was designed and described in each of its parts based on the specialized literature. The evaluation of the syllabus took place in two stages: (i) an expert panel, where experts in the software-development process and student-centered learning were selected, who contributed points to be adjusted for the use of the syllabus, and (ii) the experiment, which was the use of the syllabus in comparison with the traditional approach (use of theoretical classes, exercise list, and written test), through the control and experimental groups. Results: Data generated by using the syllabus in the experiment, as well as data from the control group, were analyzed using the two-tailed Student-t technique. The results achieved in the work demonstrate that there was a considerable gain in learning compared to the control group. Another result point of the syllabus was that through the project strategies, students had contact with a progression of knowledge related to hypothetical cases that simulated reality, which students reported was very good for their knowledge. Conclusions: The use of student-centered strategies can bring benefits in the learning of software-development processes, as it allows a practical application of real scenarios observed in software-development companies.

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“…The works related to this research are proposed for the teaching of the software process, and include the following: Refs. [11][12][13].…”

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evaluation and Use of a Student-Centered Syllabus for the Software Process Subject in a Postgraduate Course: A Quasi-Experiment

QUARESMA

Oliveira

2022

Education Sciences

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“…Some very good on-line simulations have been created in which the computer allows the users to manage simulated projects. These simulations are often structured as role-plays in which users are project managers who are able to see the consequences of their decisions [13,14,15].…”

Section: B Role-playmentioning

confidence: 99%

Use of role-play and gamification in a software project course

Maxim

Brunvand

Decker

2017

2017 IEEE Frontiers in Education Conference (FIE)

Self Cite

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Soft skills are increasingly important to the engineering profession and course modifications are often needed to ensure students have opportunities to practice them prior to graduation. This suggests that engineering programs need to go beyond simply offering industry-based capstone courses and internships. Role-play has a long history as a tool for learning. It can be used to simulate real world practices in environments where consequences can be mitigated safely. In this paper, we discuss the use of team role-play activities to simulate the experience of working in a professional, game development studio as a means of enhancing an advanced undergraduate game design course. In conjunction with the role-play, a gamification framework was used within the course to allow students to customize their course participation. Gamification was used to reward students for compliance with software process steps and for taking the initiative to improve their "soft skills". In this project, allowing students to negotiate the nature of their activities and rewards helped them develop those skills. We are using student feedback and our own lessons learned to plan the next iteration of this course.

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“…The use of games as educational tools has gained increased interest over the last decennia in many engineering fields including software engineering (Maxim et al 2016;Valle et al 2017;Calderón et al 2018), mechanical engineering (Braghirolli et al 2016;Chang et al 2016;Mavromihales, Holmes, and Racasan 2019), civil engineering (Alanne 2016;Oo and Lim 2016;Taillandier and Adam 2018) and electrical engineering (Callaghan et al 2015;Bahadoorsingh, Dyer, and Sharma 2016;Padilla et al 2016). Referred to as educational games, their primary purpose is to educate and train the player, which differentiates them from pure entertainment games.…”

Section: Introductionmentioning

confidence: 99%

To play or not to play: on the motivational effects of games in engineering education

Hartmann

Gommer

2019

European Journal of Engineering Education

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The popularity of games as educational tools has steadily increased and is mainly explained by the motivational power that is ascribed to games in general. The research investigates the role of different motivational forms in educational gaming and the influence of game and teaching context on the students' motivation to involve in game play. Based on self-determination theory and a mixed-method case study approach, seven educational games played in a postgraduate level engineering course in two consecutive years were studied. Our research reveals that different motivational forms can co-exist when students play games and that the interplay of game attractiveness, game learning and game operativeness can explain the emergence of these motivational forms.

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An agile software engineering process improvement game

Cited by 21 publications

References 7 publications

Evaluation and Use of a Student-Centered Syllabus for the Software Process Subject in a Postgraduate Course: A Quasi-Experiment

Evaluation and Use of a Student-Centered Syllabus for the Software Process Subject in a Postgraduate Course: A Quasi-Experiment

Use of role-play and gamification in a software project course

To play or not to play: on the motivational effects of games in engineering education

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