Games for Requirements Engineers: Analysis and Directions

Dalpiaz, Fabiano; Cooper, Kendra M. L.

doi:10.1109/ms.2018.227105450

Cited by 14 publications

(7 citation statements)

References 14 publications

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“…Activities help students to engage in an interactive environment. 57 Researchers of the RE field have developed games digital and nondigital in order to teach requirements related concepts, and it is easy to make students understand concepts in a less formal way. 58 Team-based learning (TBL): TBL has recently become popular in many fields such as health, commerce, and software engineering education.…”

Section: Re and Activity-based Learningmentioning

confidence: 99%

Counteracting sociocultural barriers in global software engineering using group activities

Yasin

Fatima

Khan

et al. 2023

J Software Evolu Process

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In modern times, internationally organized teams face a number of coordination problems owing to their different physical operating locations. These challenges usually come in temporal, cultural, and linguistic forms. To resolve some of these issues, we need more coordination, teamwork, and shared understanding in the requirements engineering phase. Many approaches have been introduced to overcome these challenges associated with global software engineering (GSE). The objective of this research study is to introduce amateurs to GSE and improve their understanding of its associated challenges through an activity‐based learning approach. Our method is primarily targeted toward students who already have theoretical knowledge on the topic but require first‐hand experience with GSE. With the aforementioned motivation in mind, we propose, designe, and empirically evaluate two different activities that can help enhance awareness of GSE challenges. For each activity, we simulate an environment wherein participants are made to go through various constructed coordination challenges related to communication, time management, team mistrust, linguistic barriers, cultural barriers, and distribution of tasks. The effectiveness of our proposed activities, captured by the extent to which participants were able to deal with GSE challenges, was judged through various techniques including (i) observation, (ii) post activities survey questionnaire, and (iii) brainstorming and discussion. We show that the proposed activities were effective in helping students learn and further their understanding of GSE concepts. In particular, discussion sessions and survey questionnaire results reflect their ability to identify critical GSE challenges (specifically related to teams) in a simulated scenario.

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Section: Re and Activity-based Learningmentioning

confidence: 99%

Counteracting sociocultural barriers in global software engineering using group activities

Yasin

Fatima

Khan

et al. 2023

J Software Evolu Process

View full text Add to dashboard Cite

show abstract

“…The overall exercise was evaluated and graded by the instructor and 11 TAs. When one student team presented their solutions, other groups were asked to assess them on a scale of low (1)-high (10) based on their understanding of the problem, ideas, and solutions. During groups' presentations, the peer-evaluation [39] strategy is adopted to increase student participation.…”

Section: Execution-applying Dt Techniquementioning

confidence: 99%

“…Therefore, requirements engineering education (REE) is an important task to prepare professionals who are equipped with sufficient skills to accomplish the RE process. Effective teaching of RE at the university level is crucial to develop the required technical and social skills in the students before they become the workforce and start working on realworld projects [1,2,10,23,30,40].…”

Section: Introductionmentioning

confidence: 99%

Understanding general concepts of requirements engineering through design thinking: An experimental study with students

Tiwari

Rathore

2022

Comp Applic In Engineering

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Teaching requirements engineering (RE) is one of the challenging parts of any software engineering (SE) education curriculum because it deals with understanding the problem from multiple perspectives and acquiring a holistic view of the system. Academicians have adopted several innovative approaches to teaching RE concepts to students, and design thinking (DT) is one of them. DT integrates the needs of people, technology, and requirements and can help learn and apply human‐centered techniques to solve problems. An experimental study is conducted with 315 undergraduate students to realize how they can learn the RE process effectively by combining DT methods with the RE concepts for an effective RE education. This study intends to identify how this integration help students in using multiple elicitation methods, better visualization and understanding of the system requirements, and achieving various teaching objectives. An experimental study was planned and executed with students by integrating DT methods for RE activities from the beginning of problem definition to the final solution. The evaluation was done by collecting students' responses to pre‐survey and post‐survey questions capturing the students' perspectives on the RE and DT techniques. The students' responses suggested that the DT drive RE activities to improve their learning, thinking abilities, engagement with the team, and teamwork. Additionally, the students' artifacts during the DT process have also been evaluated. The use of DT methods helped in understanding the elicitation process and, consequently, helped reach the solution.

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“…Therefore, it is normal that Software Engineering courses that place an emphasis on theory produce unskilled professionals that cannot follow a disciplined approach for eliciting software requirements. Unfortunately, conventional teaching has also failed to engage students and reinforce concepts of software requirements elicitation because they are only supported by theoretical lessons (traditional classes with textbooks) and fail to provide practical and realistic experiences . This conventional way of teaching has also contributed to an increasing lack of ability in a critical skill for requirements elicitation: collaboration.…”

Section: Motivationmentioning

confidence: 99%

Experiences of using a game for improving learning in software requirements elicitation

García

Pacheco

León

et al. 2018

Comp Applic In Engineering

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Many recent studies have demonstrated that the traditional methods used in teaching software requirements elicitation are ineffective because they frequently produce unskilled graduates who are inappropriately trained to apply their practical knowledge in the workplace. Therefore, the combination of traditional teaching approaches and modern learning tools has been used to better prepare undergraduate students. Biyubi is a game that has been developed to complement traditional teaching in order to facilitate the learning of requirements elicitation activities on an undergraduate Software Engineering course. Biyubi provides a simulated environment for students so that they can explore, analyze, and discover the wishes and needs of the correct stakeholders. This game has been tested and validated by undergraduate students from the NovaUniversitas University, Mexico. The use of Biyubi achieved an increase in the motivation, satisfaction, and learning experience of students in requirements elicitation. The game has the potential to better explain the proper use of a requirements elicitation technique while the technical skills of the students are also improved.

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Games for Requirements Engineers: Analysis and Directions

Cited by 14 publications

References 14 publications

Counteracting sociocultural barriers in global software engineering using group activities

Counteracting sociocultural barriers in global software engineering using group activities

Understanding general concepts of requirements engineering through design thinking: An experimental study with students

Experiences of using a game for improving learning in software requirements elicitation

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