PlaySAFe: Results from a Virtual Reality Study Using Digital Game-Based Learning for SAFe Agile Software Development

Abstract

A common strategy to train software practitioners in agile frameworks is to have employees undertake classroom-based training. However, due to its nature, participants are lectured for a scheduled time-line with little necessity to interact. In particular, classroom-based training often might not provide substantial trainee interaction, which could result in apathy. To tackle this issue, we conducted empirical research to investigate the role of digital game-based learning (GBL) in employees' training on the Scaled Agile Framework (SAFe). To figure out whether gameplay was a preferable training method, PlaySAFe (i.e., a 3D game) was developed within the study's scope and tested with nine active SAFe practitioners from an industrial setting. Restrictions imposed by the COVID-19 pandemic have forced many to seek alternative means of teaching and learning. In particular, the findings obtained from the tests illustrate that PlaySAFe can be effectively used as a complementary tool that supports SAFe classroom-based training. This study has highlighted numerous benefits of GBL, such as allowing newcomers a quick and efficient means to learn and understand the practical groundwork of SAFe in advance of learning more theoretical concepts in conventional training.

Examining the training and education potential of the metaverse: Results from an empirical study of next generation SAFe training

“…This research provided a significant opportunity to advance the understanding of the improvements proposed by the initial study. 14 One significant advantage of using semistructured interviews is that we can compare the feedback and understand how well we implement the feature requests.…”

“…As a result, the serious game must be the fundamental component of a set of benefits that can be obtained by playing the game with a playable setup constructed for the game space, for example, Play-SAFe 1.0. 14 Ultimately, any educational game with the flavor of engagement and immersion can be considered a serious game. However, in some cases, the educational effect of games designed as serious games may be shallow, contrary to expectations.…”

Investigating the Use of Artificial Intelligence (AI) in Educational Settings: A Systematic Review

“…Virtual Reality can also be used to create an interactive for students to learn autonomously, performing the active construction of knowledge. Virtual Reality technology can be applied to teaching in different ways [18][19][20]. The first one is the Virtual Classroom, a space that represents students and teachers as virtual objects, achieving a total immersion in a simulated classroom.…”

Organizational training in agile settings under the lens of CMMI V2.0

“…[28][29][30][31] In this regard, literature also focuses on the adoption of specific agile frameworks, for example. 32,33 However, our research focuses on studies aimed at describing how agile organizations maintain the culture of continuous learning through organizational training. Such studies are, as we will see later, less common [A1-A12 and B1-B4], and no overview of the state of practice has yet been published.…”

“…Regarding agile settings, most of the studies address training from the viewpoint of the agile transformation process (from predictive approaches to adaptative approaches) and the key role played by training in achieving this transition 28–31 . In this regard, literature also focuses on the adoption of specific agile frameworks, for example 32,33 . However, our research focuses on studies aimed at describing how agile organizations maintain the culture of continuous learning through organizational training.…”