Research on teaching gamification of software engineering

Qu, Wei-Qing; Zhao, Yanfei; Wang, Ming; Liu, Bang-Quan

doi:10.1109/iccse.2014.6926583

Cited by 5 publications

(3 citation statements)

References 1 publication

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“…It is also a core course for many computer-related majors, especially a computer science major and a software engineering major. However, most students have experiences in computer programming learning difficulties, compared to other courses (Azmi, Iahad, & Ahmad, 2015;Bosse & Gerosa, 2017;Combefis, Bersnevicius, & Dagiene, 2016;Özmen & Altun, 2014;Qu, Zhao, Wang, & Liu, 2014). In addition, it was previously documented that there are high dropout rates and high failure rates in programming courses (Bosse & Gerosa, 2017;Combefis et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Creating gameful experience in the object-oriented programming classroom: A case study

Thongmak¹

2018

OJAKM

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Gamification has become popular in education. However, gamified classroom activity together with assessment activity are not yet much explored. In this study, the gamification was tested by assigning students enrolling in a programming concept class (object-oriented programming using Java) to play a simple card game and contest their programs involving the card game with others. The simple card games are chosen to decrease an instructor’s burden. The results of the focus group discussions show that gamified classroom activity could enhance students’ problem solving skills, engagement, attention to the course content, enjoyment and friendship, understanding, and creativity. The gamified assessment activity also lets students have more time to solve problems, clearly understanding the problems, increasing their confidence, decrease recitation, and reduce their stress. Intrinsic motivation is the main construct driving students to engage in gamification, supported by students’ extrinsic motivation.

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Section: Introductionmentioning

confidence: 99%

Creating gameful experience in the object-oriented programming classroom: A case study

Thongmak¹

2018

OJAKM

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“…Although gamification in education has been explored as described in the Section 2, it as an academic topic that is relatively young [11]. In some countries such as China, the educational gamification is also in the exploring stage [12]. The effectiveness of gamification for learning is still controversial [13].…”

Section: Introductionmentioning

confidence: 99%

Raising Students’ Cognitive Engagement Intention in a Preliminary IS Course Using Gamification

Thongmak

2018

Lecture Notes in Business Information Processing

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This paper guides factors influencing undergraduate students' cognitive engagement intention, using activities in the preliminary Information Systems (IS) course as the gamified settings. A simple process, using student-led activities, to implement gamification in educational environments, is described. A research model, consisting of game elements, perceived game usefulness, attitude towards the course, and cognitive engagement intention, is proposed. The main objectives are to examine the impact of these factors on students' cognitive engagement intention. Data are collected using questionnaires. The model is statistically tested using structure equation modeling. The results show that game elements directly and indirectly affect cognitive engagement intention. Student's attitude towards the course, which is strongly influenced by perceived game usefulness, is also important to raise their cognitive engagement.

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“…Software engineering has developed for many years and accumulated many software development technology and methods. Combining the requirements for software engineering talents, we consider that the major should emphasize not only the thought and method, but also the process concept and application ability [6,7]. Therefore, our first consideration is to update continuously and to enrich the teaching content.…”

Section: Introductionmentioning

confidence: 99%

Discussion on Teaching and Practice of Software Engineering Major Curriculum Based on Project Guidance

Fan¹,

Zhu²,

Zhao³

et al. 2015

Advances in Social Science, Education and Humanities Research

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Abstract. Software engineering is a rapid development field of computer. How to set up and optimize professional course system, teaching plan and how to improve the teaching methods to cultivate the practice software engineers meeting the immediate social needs with strong practical ability and innovation consciousness has been the problem that software engineering now faces with. Based on the analysis of software engineering courses teaching situation and software quantity curriculum, study the teaching methods of software engineering, broaden and refine the methods and ways for the cultivation of the software engineering students. Optimize teaching content reform, and escape the shackles of traditional teaching, benefit the students in practice and innovation ability training. This paper shows how the combination of theory and practice. In this way, students can have a perceptual knowledge on both sides, which helps mobilize their initiative in learning, so that to achieve the purpose of improving their abilities for combining theory with practice, analyzing and solving problems as well as practical learning.

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Research on teaching gamification of software engineering

Cited by 5 publications

References 1 publication

Creating gameful experience in the object-oriented programming classroom: A case study

Creating gameful experience in the object-oriented programming classroom: A case study

Raising Students’ Cognitive Engagement Intention in a Preliminary IS Course Using Gamification

Discussion on Teaching and Practice of Software Engineering Major Curriculum Based on Project Guidance

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