Software Theater—Teaching Demo-Oriented Prototyping

Abstract

Modern capstone courses use agile methods to deliver and demonstrate software early in the project. However, a simple demonstration of functional and static aspects does not provide real-world software usage context, although this is integral to understand software requirements. Software engineering involves capabilities such as creativity, imagination, and interaction, which are typically not emphasized in software engineering courses. A more engaging, dynamic way of presenting software prototypes is needed to demonstrate the context in which the software is used. We combine agile methods, scenario-based design, and theatrical aspects into software theater, an approach to present visionary scenarios using techniques borrowed from theater and film, including props and humor. We describe the software theater workflow, provide examples, and explain patterns to demonstrate its potential. We illustrate two large case studies in which we teach students with varying levels of experience to apply software theater: a capstone course involving industrial customers with 100 students and an interactive lecture-based course with 400 students. We empirically evaluated the use of software theater in both courses. Our evaluations show that students can understand and apply software theater within one semester and that this technique increases their motivation to prepare demonstrations even early in the project. Software theater is more creative, memorable, dynamic, and engaging than normal demonstration techniques and brings fun into education.

Experiential Learning to Teach User Experience in Higher Education in Past 20 Years: A Scoping Review

“…In this EL type, students performed a certain role and its corresponding responsibilities to complete a task. Krusche et al (2018) introduced "software theater" in which undergraduate students role-played as actors of the screenplay and they played out how end-users would use the new product and services in the real world. In Robinson and Hall (2018) agile development methods class, students formed a scrum team and took on roles as SCRUM Master, Product Owner, UI Designer, Tester, or other roles essential in scrum and they carried out an industry/community research project.…”

“…doing so, they realized the messiness of solving real world design challenge and evaluating prototypes. Third, students acquired soft skills (n = 10), including demo management skill (Krusche et al, 2018), time and resource management (MacDonald and Rozaklis, 2017), and storytelling and empathy (Kabakova et al, 2021). Students also valued the importance of good teamwork (Robinson and Hall, 2018) and enhanced interpersonal and communication skill with people with disabilities (Shinohara et al, 2016) and stakeholders (Gray et al, 2019).…”

"Arseing around was Fun!" – Humor as a Resource in Design and Making

“…There is evidence provided for humor in computer mediated human-human interaction as well: humor has been shown to picture in chats [21,61] and in social media [8,50]. The importance of humor in computing education [4,35] has even been discussed. More technical research has focused on developing means for humor recognition (e.g.…”

Semi-Automatic Assessment of Modeling Exercises using Supervised Machine Learning

“…However, the nature of modeling is abstraction by hiding complex details. It is difficult to decide which complex details should be hidden and which aspects are necessary to understand the core idea of the problem [14]. Even experienced modelers will come up with different solutions which is one advantage of modeling because it stimulates discussion among the system and facilitates communication.…”