Evaluating software engineering simulation games: The UGALCO framework

Peixoto, Daniela C. C.; Resende, Rodolfo F.; Pádua, Clarindo

doi:10.1109/fie.2014.7044204

Cited by 11 publications

(12 citation statements)

References 30 publications

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“…We also discuss the application of an external evaluation framework and their coverage considering the learning process. Our discussion is based on the skill categories described on Section 2.2 and on the UGALCO evaluation framework [Peixoto et al 2014]. …”

Section: Spial Assessmentsmentioning

confidence: 99%

“…In the second experiment, we applied a specific framework [Peixoto et al 2014] in order to evaluate the game experience, adaptivity, learning experience and usability dimensions. The students answered specific questions for each dimension, with respect to the Understandability/Usability dimension an example of question is "how easy was the understanding of the game inputs and the outputs?"…”

Section: Spial External Skill Assessment Mechanismsmentioning

confidence: 99%

“…Our previous experience has demonstrated that it is important to use simulation games complementary to other educational techniques, which should be accompanied by an adequate amount of direction and guidance given to the students [Peixoto et al 2012, Peixoto et al 2014. In the recent years, an increasing number of Software Engineering educational games can be found in the literature, e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Reflecting the continuous interests in educational games, the aim of this paper is to extend our previous research about games evaluation [Peixoto et al 2014], analyzing the mechanisms used to assess the players' skills. This analysis includes not only the aspects embedded on the game but also external evaluations carried out after playing the game.…”

Section: Introductionmentioning

confidence: 99%

“…The researches employ a mixed-method approach, including pre and post domain specific tests, questionnaires, interviews, and video analysis. Usually these methods cover few characteristics of the game environment, varying according to the needs and experiences of its designers [Peixoto et al 2014]. While there is an excitement about the development and usage of educational games, it is important to conduct more rigorous evaluation in order to justify the investments and understand their real contributions.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Educational Games and Learning Effectiveness

Cascini

Resende

Pádua³

2017

Anais Do XXVIII Simpósio Brasileiro De Informática Na Educação (SBIE 2017)

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Abstract. Assessments of educational games have to take into account many aspects, including internal and external game mechanisms. This paper analyses the assessment methods incorporated in a specific Software Engineering educational game, named SPIAL. We used four assessment categories that are commonly found in the literature: aim, implementation, integration and primary type. We observed that the main assessment mechanisms incorporated in SPIAL is the score. Other mechanisms were applied mostly for guiding students during the learning process. In addition, the external evaluations did not consider internal actions of the game and were used mostly to certify the acquired skill. Such findings are in line with the mechanisms used in other Software Engineering educational games. This paper also provides insights for researchers in issues related to the definition of educational game assessment mechanisms and implementation in general, an example is the evaluation of the effective learning compared to the evaluation of the player's perception of learning.

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Section: Spial Assessmentsmentioning

confidence: 99%

Section: Spial External Skill Assessment Mechanismsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Educational Games and Learning Effectiveness

Cascini

Resende

Pádua³

2017

Anais Do XXVIII Simpósio Brasileiro De Informática Na Educação (SBIE 2017)

View full text Add to dashboard Cite

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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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