Gamification of software engineering curriculum

Uskov, Vladimir; Sekar, Bhuvana

doi:10.1109/fie.2014.7044098

Cited by 24 publications

(11 citation statements)

References 8 publications

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“…Os estudos simulam um cenário do mundo real para aprimorar a aprendizagem dos alunos com sessões de treinamento em um ambiente virtual [Bulander 2010] [Kutun and Schmidt 2018a] [Kutun and Schmidt 2018b] [Yangting and Guang 2010] [Ş tefan et al 2019] [Uskov and Sekar 2014] [Limantara et al 2019] [Shukor et al 2019] [Tantan et al 2016.…”

Section: Rocha Et Al (2019) (A3unclassified

Um Mapeamento Sistemático da Literatura sobre Aplicação de Jogos Digitais no Treinamento de Processos Organizacionais

Lopes

Araújo

2021

iSys

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Este artigo apresenta um panorama do estado da arte sobre o uso de jogos para treinamento de processos de negócio organizacionais, por meio de um mapeamento sistemático da literatura. Foram definidas cinco questões de pesquisa que nortearam a busca - (1) quais soluções existem que usem jogos sérios digitais para treinamento organizacional e (2) para treinamento de processos; (3) quais são os gêneros dos jogos encontrados e (4) como foram projetados; e (5) se o jogo impactou no treinamento de processos. Dos 295 documentos encontrados, 21 desses estudos foram selecionados para análise. Os resultados da análise evidenciaram que o uso de jogos para treinamento de processos de negócio é uma área ainda pouco explorada. Além disso, os trabalhos analisados descrevem de forma superficial o design e a construção desses jogos, bem como exploram de forma limitada os seus impactos.

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Section: Rocha Et Al (2019) (A3unclassified

Um Mapeamento Sistemático da Literatura sobre Aplicação de Jogos Digitais no Treinamento de Processos Organizacionais

Lopes

Araújo

2021

iSys

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“…Study [17] identifies gamification as a fast growing tendency and, based on an internal survey, states that more than 90% of the students liked the implementation of gamification techniques in Software Engineering courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Gamification Applied in Computer Science Education: A Preliminary Approach

Iancu¹

2019

EIJ

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This paper presents a preliminary approach for implementing a gamification-based system that can be used by the bachelor's degree program students from our faculty in order to improve their computer science learning experience. Based on the state-of-art elements specific to gamification and on a briefly literature review of the existing gamification platforms and studies related to its efficiency when it comes to learning computer science, we identified a platform, in the name of Kahoot, that can be used as a preliminary step in our gamification approach. The obtained results and the students' feedback look promising and open the door for future additions and improvements.

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“…It has been widely adopted in industry as an engagement strategy for business [4] [5], [6]. Moreover, it is expected that industry will demand a significant number of well trained and highly educated specialist on gamification from professional areas such as business management, design and engineering [7]. In [1], gamification is defined within a learning context, as simple game play to support productive interaction for expected types of learners and instructors.…”

Section: A Gamificationmentioning

confidence: 99%

“…The gamification of a software engineering curriculum is proposed in [7]. This proposal is based on several strategies such as an implementation of gamification-related-topics into traditional courses, an active use of gamification mechanisms in course activities, and an active involvement of students into research projects on gamification and serious games on industry, among others.…”

Section: Gamification In Educationmentioning

confidence: 99%

On combining gamification theory and ABET criteria for teaching and learning engineering

Cabezas

2015

2015 IEEE Frontiers in Education Conference (FIE)

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The main contribution of this paper is the introduction of a continuous improvement cycle for devising teaching scenarios and conducting learning experiences in engineering. The proposed cycle consists of seven steps on which gamification theory and ABET criteria are combined. It arose from the adaptation of a gamification design framework, commonly used in industry, into the specific context of high quality education in engineering. It is formulated at high level. Consequently, it should be useful for practitioners having different requirements and expectations. A developed practice, following the proposed cycle, is presented, discussed and evaluated. In particular, the proposal is applied and exemplified, in a scenario for teaching introductory concepts of computer programming in a first-year course. A digital game was used within a gamified learning experience, as a teaching tool. However, the learning process does not rely solely on the use of the game by itself. Moreover, the devised scenario has a purpose beyond edutainment: contributing to achievement of student outcomes, under a continuous improvement approach, according to ABET. A quantitative and qualitative evaluation of the developed practice was performed. A positive impact on students' emotional engagement and behavior was observed as a result of the evaluation process.

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Gamification of software engineering curriculum

Cited by 24 publications

References 8 publications

Um Mapeamento Sistemático da Literatura sobre Aplicação de Jogos Digitais no Treinamento de Processos Organizacionais

Um Mapeamento Sistemático da Literatura sobre Aplicação de Jogos Digitais no Treinamento de Processos Organizacionais

Gamification Applied in Computer Science Education: A Preliminary Approach

On combining gamification theory and ABET criteria for teaching and learning engineering

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