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An experimental card game for teaching software engineering processes
Abstract
The typical software engineering course consists of lectures in which concepts and theories are conveyed, along with a small “toy” software engineering project which attempts to give students the opportunity to put this knowledge into practice. Although both of these components are essential, neither one provides students with adequate practical knowledge regarding the process of software engineering. Namely, lectures allow only passive learning and projects are so constrained by the time and scope requirements of the academic environment that they cannot be large enough to exhibit many of the phenomena occurring in real-world software engineering processes. To address this problem, we have developed Problems and Programmers, an educational card game that simulates the software engineering process and is designed to teach those process issues that are not sufficiently highlighted by lectures and projects. We describe how the game is designed, the mechanics of its game play, and the results of an experiment we conducted involving students playing the game.
... • "Organizational Simulation", covering aspects from modeling and simulation to games and entertainment [15]; • "Ecosystem Simulation", covering strategies to improve quality of life in the world based on analysis of trade-offs, e.g., a better environment and food production, despite the potential limitation of simplifying scenarios [16]; • "Discrete-Event Simulation", covering research and learning on modeling and simulation (M&S) in queueing systems, not only with real application in biology, chemistry, physics, and statistics, but also considering entertainment [17]; • "Software Engineering Simulation", covering education and training of software company management on teams, projects, products, and customers with the benefits of fun and entertainment, from conception to completion of the software development process [18,19]; • "Information Systems Simulation", covering simulation games for explaining and exploring case studies in some dynamic, contemporary actions such as digital marketing, given the previous successful adoption [20]. ...
... Finally, some effects of simulation game preferences relate to different game player profiles, e.g., age, gender, background, etc., [25]. Trade-offs between faithfulness to reality, simplicity, and fun factors should also affect players, for both card-based and automated approaches [18]. Other issues to be considered from game players are as follows: first adoption experience, objectives for use, achievements, information search, game evolution, etc., [26]. ...
This chapter of the SCS M&S Body of Knowledge describes scope, terminology, and applications of simulation in the context of gaming for health, education, business, transportation, environmental challenges, and sports.KeywordsModeling and simulationGamingSerious games
... In recent years, several card games have been proposed in the field of software engineering; see e.g. [4,27,23,11,1,25,7]. For instance, planning poker is a popular gamified method for a group-based estimation of development-task effort, widely used in agile software projects, see e.g. ...
... An example for teaching programming-related concepts is Potato Pirates [1], which aims at mediating fundamentals in computational thinking (especially to a younger audience) in terms of basic programming structures (conditionals, loops, variables etc.). More related to our approach are card games that simulate the software development process, such as Mission to Mars [23] for agile release planning, or Problems and Programmers according to phases of the waterfall process model [4]. Moreover, DecidArch allows for training to handle design decisions in software architecture [25,7]. ...
While software refactoring is considered important to keep a software system maintainable and extensible, it is often neglected in practice due to several reasons. Besides the associated costs, software developers often perceive refactoring as a difficult and risky activity. However, apart from textbooks that document rules and best practices for identifying bad smells and applying appropriate refactoring techniques, learning and teaching refactoring poses multiple challenges. The application of these rules and techniques to code examples requires (advanced) skills in programming as well as an adequate handling of the programming environment. These circumstances can distract the focus and set barriers to the introduction of refactoring. In this paper, we present REFACTORY, a non-digital multi-player card game for learning principles of software refactoring without the development-related complexities. In our game, the players simulate a software-development team confronted with bad code smells. The players learn to combine refactoring techniques to remove the smells and to balance costs and value of refactoring. We specify the game design and illustrate the game workflow. In addition, experiences and lessons learned from a first game-play study are presented, e.g. regarding game fun and mediation of compe-tences. Finally, we discuss limitations and further potential for improving the game.
... So what can be the solution? Virtual environments and simulations are productive over non-computer methods, as they allow for high levels of fidelity and immersive experiences (Jarvis,3). For example, in the case of those who work in Emergency Response Teams while E-Learning is a tool in teaching the need for practicing with real objects and being put in the situation is very important. ...
... The last code is revealed when the learners can find a suitable drug and its amount for the patient as it is written on the back of the medicine label. (Brown et al.,(2)(3)(4). ...
... The most important is, when and where to choose the suitable teaching apps, as well as the teaching style, teaching method and teaching frequency. In order to bridge the disconnect between theory and practice(Alex Baker, 2005 ), after considering all these factors, the investigator tries to start an experiment into the College English teaching process. The investigator tries to launch the experiment in two different classes, the 19 ...
... Actually, the teachers are still provided with a large amount of freedom in how to progress. (Alex Baker, 2005) How to choose the suitable teaching apps towards different levels of classes and different English teaching materials, as well as the match between the modern apps and the modern classroom, the combination of the online modern apps, the off-line modern apps, and the face-to-face teaching process ...
Recently, more and more modern applications have been applied to the English learning class, among which the most outstanding ones are the ‘The Rain Classroom’ and ‘The Super Star’. The first one, ‘The Rain Classroom’ is a mini-program in Wechat, through which the students can get connected to the teacher directly; they can do homework online and express their ideas on the class’ screen simultaneously. The second one, ‘The Super Star’ is an application that the students have to download on the mobile-phone, and then they can scan the teachers’ material and assignment in the app. In this essay, in order to make a comparison between the two apps, the author tries to carry an investigation and an experiment into the students, so as to find a better way of using the modern applications, in which case, can attract the students’ attention, arouse their interest and guarantee their speaking and writing hours at the same time. Furthermore, more scholars can get a better understanding of these two apps through the essay, and the producers of the app will be able to make some adjustment to them timely. This essay will form a new viewpoint on the multimedia English teaching in China, even in the world.
... Além desses artigos que mencionamos, existem estudos que apresentam uma análise de jogos de cartas voltados para o ensino de computação, conforme apresentados em BAKER; NAVARRO; VAN DER HOEK (2003) . Esses estudos defendem que os jogos de cartas são adequados para propósitos educacionais se eles seguirem alguns requisitos, como apresentar um design funcional, facilitar a aprendizagem, incluir passos a serem seguidos, promover situações motivadoras e divertimento/engajamento nos estudantes. ...
... Esses trabalhos apontam resultados positivos em relação à aplicação dessas narrativas em contextos de ensino de conceitos na área de Computação. Em relação ao uso de jogos de cartas para fins instrucionais, na área de ensino de Computação, encontramse também relatos de sucesso BAKER; NAVARRO; VAN DER HOEK (2003) Embora o uso de narrativas OCC-RDD e de jogos, entre eles, os de cartas que abordamos nesta tese, cumpram um papel instrucional pertinente, consideramos que os subsídios que desenvolvemos nesta tese venham a contribuir para um aumento na eficácia da utilização dessas estratégias de ensino com a incorporação dos gatilhos de desafios. ...
The motivation for developing this thesis stems from the wish to find ways t o make the learning of computational concepts easier . The objective of this work is to contribute to the learning/teaching of computational concepts based on narrative learning and critical thinking approaches. In order to develop this objective , OCC-RDD narratives and instructional card games were chosen as instruments. A mechanism called puzzle triggers was conceptualized and integrated in these instruments, and thanks to the introduction of this concept, a very important distinction was made possible: the puzzles correspond to problem-solving oriented cognitive actions, which enable the interpreter to construct puzzles in their mind. As the puzzle triggers evoque puzzles, they are thought to engage the students in the learning context. Conceptualizing the mechanism of puzzle triggers to be integrated in the OCC-RDD narratives and in instructional card games follows a dynamic and constructivist approach based on critical thinking. Three questions were posed and discussed in this work: how can puzzle triggers be structured in OCC-RDD narratives and in card games so that the student develops the kind of logical thinking necessary to acquire computational concepts? How to arouse puzzles within the OCC-RDD scenes and in the process of creating intructional card games? Are there puzzle triggers which are more adequate to be integrated in certain types of OCC-RDD narrative scenes and in certain stages of instructional card games? In order to answer these questions, case studies involving the application of a proposal to teaching computacional concepts to students attending Engineering and Digital Course Games were made. In this teaching proposal, puzzle triggers and puzzles were introduced in OCC-RDD narratives and instructional card games. In order to develop these studies, a guideline for developing OCC-RD narratives and instructional card games was developed. As research hypotheses, the following were proposed: puzzle triggers evoque puzzles and these are essential for developing and structuring critical thinking as students learn a new concept. The introduction of puzzle triggers turned out to be successful, because they stimulated planning, pondering, and evaluating of intervening factors, as well as the process of making decisions and taking actions in order to solve problems. As they performed the activities evoked by the puzzle triggers, the students were able to evaluate the problems they faced from multiple points of view and in this way, they were able to develop critical thinking and reasoning, using strategies and realizing representations to solve problems.
Keywords: puzzle triggers. narrative. card games. OCC-RDD. computer education.
puzzles.
... The rapid popularity of games in learning environments can be related to the widespread movement from teachercentred to learner-centred approaches in education, advanced ICT developments for more realistic simulations and user-friendly interfaces, and a growing group of younger learners for whom computer games in particular are engaging activities (Blanco et al. 2012;Guillén-Nieto and Aleson-Carbonell 2012;Arnab et al. 2015). In this regard, games have been proposed as valuable tools for engineering education since they promise to activate students to take ownership of their learning process by accommodating knowledge co-creation and different learning styles and paces (Baker, Navarro, and Van Der Hoek 2005). They are also intended to foster experiential learning by allowing students to experience the effectiveness of their decision-making and problemsolving in a simulated real-life environment (Lee, Lau, and Ning 2006). ...
... Instructions can be provided through the game itself or (partly) by the lecturer. However, in both cases the clarity of the instructions will account for the ease with which students can start and continue playing a game (Baker, Navarro, and Van Der Hoek 2005). ...
The popularity of games as educational tools has steadily increased and is mainly explained by the motivational power that is ascribed to games in general. The research investigates the role of different motivational forms in educational gaming and the influence of game and teaching context on the students’ motivation to involve in game play. Based on self-determination theory and a mixed-method case study approach, seven educational games played in a postgraduate level engineering course in two consecutive years were studied. Our research reveals that different motivational forms can co-exist when students play games and that the interplay of game attractiveness, game learning and game operativeness can explain the emergence of these motivational forms.
... According to Su et al. (2014), card games are the best for improving student learning because they are demanding, creative, and have clear rules, all of which provide the ideal environment for learning and engagement. Card games are not only convenient and well-structured, but they also provide a simulated environment in which students can get fully engaged in actively manipulating different tactics to build knowledge and solve issues (Baker et al., 2005). Therefore, this study aims to examine the effect of the Ive-Snap card game in mastering the memorisation of simple past tense irregular verbs among Year 4 students. ...
The use of language games in grammar lessons to engage students is gaining popularity instead of using traditional teaching techniques to teach grammar. This action research sets out to investigate how using the Ive-Snap card game could help Year 4 students use simple past tense irregular verbs more effectively. The data collection methods used in this research included pre-test, post-test, interviews and observation. Eight Year 4 students with varying levels of English
language proficiency played the card game. The students were interviewed before and after the implementation of the intervention to share their responses regarding the Ive-Snap card game. They first took a pre-test before the card game was introduced, then subsequently sat for two post-tests — one after each cycle of the intervention. The data were analysed using descriptive statistics and reported accordingly. The results demonstrated that the Ive-Snap card game successfully enhanced students' use of past simple irregular verbs because it maintained their
interest in learning. Results also showed that Ive-Snap card game is an effective pedagogical approach in engaging participants in fun learning of grammar and increasing their mastery of irregular verbs. As a result, the study shows how language games can be used as an approach for facilitating ESL learners' grammar acquisition and creating a relevant context for language learning.
... A representative active methodology widely employed today in software engineering education with very positive results is game-based learning, which can be applied in different ways, such as through the use of educational or serious card games [1], [2], [3], video games [4], educational escape rooms [5], or virtual reality applications [6]. The LEGO® Serious Play (LSP) methodology is within the game-based learning framework. ...
Active learning methods are needed to promote student motivation and facilitate the development of technical and soft skills. Previous research in software engineering education shows that LEGO® Serious Play (LSP) fully aligns with these needs. However, prior works are usually based on insufficiently robust research methods that do not include a large sample, a variety of evaluation instruments, and/or rigorous comparative methods such as randomized controlled trials, which makes it difficult to obtain reliable and solid conclusions. This article presents an original LSP activity to teach software development life cycle models and core software engineering activities, tackling learning objectives that are different from those addressed by the LSP activities reported in prior works. The LSP activity was validated through a cluster-randomized controlled trial involving 217 computer science students. These students were divided into a control group that received a traditional lecture and an experimental group that performed the LSP activity. The research was supported by pre and post-tests that allowed the study of the knowledge attained by the students, as well as a questionnaire to gather students’ perceptions. The results indicate that the students in the experimental group learned significantly more and were more motivated than their counterparts in the control group. This leads to the conclusion that LSP-based activities such as the one reported in this article are highly effective in terms of knowledge acquisition and motivation to teach some software engineering topics compared to traditional lectures.
... The education system can be divided into kindergarten, primary education, secondary education and tertiary education (university and further education) in most of the countries [?]. We studied all the instances where game-based learning has been applied in each category mentioned above [7]- [12]. We analysed the gaming logic, Physics and gaming engines used in the above mentioned studies [13] and introduced a simple car game [14], [15] to the students to teach 'Peterson algorithm' which comes under Operating Systems course module. ...
Edutainment concepts such as Game-based learning (GBL) and ‘gamification’, pave the way for students to learn by experience by going beyond the traditional teacher-centred learning environment concepts. This paper is an attempt to investigate the feasibility of implementing a virtual learning environment by using “Edutainment” concepts to teach Computer Science subjects to undergraduate students in the Sri Lankan context while finding the most effective way out of GBL and gamification approaches in teaching and facilitating an online test environment to have frequent formative assessments to self-evaluate themselves. The first goal was to identify this student cohort’s preferred way out of GBL and gamification in learning. In this study, a game and a similar gamification approach were designed to teach a subject. Next, a qualitative analysis was conducted by collecting students’ feedback on each approach and a quantitative analysis was done to compare the effectiveness of the two approaches based on answers given to a quiz based on that subject. Under the second goal, it was found that effective feedback should address the emotional level of the student too. Hence, this study proposed a systematic way to track the emotional changes based on the transient emotion peak. We conclude, that adult students mostly tend to grab the core concepts rather than playing sophisticated games and though the proposed emotion tracking algorithm the emotions can be tracked at a promising accuracy level. In future work, we suggest that it would be better to use the proposed time interval to track the concentration level based on corresponding facial features.
... Os 15 estudos incluídos nesta revisão possuem um contexto educacional com diversos tipos de intervenção e são voltados acerca de várias questões estudadas quanto a motivação e o engajamento (Fabricatore y López, 2014;Ibanez, Di-Serio, y Delgado-Kloos, 2014;Long y Aleven, 2014;Sepehr y Head, 2013;Vaibhav y Gupta, 2014;Stansbury y Earnest, 2017;Song, Ju, y Xu, 2017;Domínguez y cols., 2013;Knautz, Wintermeyer, Orszullok, y Soubusta, 2014;Silpasuwanchai, Ma, Shigemasu, y Ren, 2016;Allen, Crossley, Snow, y McNamara, 2014;Aggarwal, Prussia, Florkowski, y Lynd, 2004;Li, Grossman, y Fitzmaurice, 2012), assim como questões do sistema ser divertido de se utilizar para aprender (Baker, Navarro, y Hoek, 2005) (Fabricatore y López, 2014;Stansbury y Earnest, 2017;Song y cols., 2017;Baker y cols., 2005). mediador psicológico Satisfação/Diversão(Enjoyment/Fun) foi mensurado em cada um deles e em grande parte foi associado a uma maior possibilidade de engajamento e de maior motivação do público alvo quanto ao sistema gamificado utilizado no estudo. ...
A gamificação é uma ferramenta que pode ser utilizada para aumentar o engajamento e motivar usuários, além de auxiliar no ganho de aprendizagem dos mesmos. Neste trabalho, foi analisado se percepções de Satisfação/Diversão nos usuários de sistemas gamificados possuem correlação com ganhos de aprendizagem. O foco diferencial da revisão realizada foi voltado à análise de resultados de mensuração das percepções de Satisfação/Diversão em estudos primários, dito isso, trabalhos anteriores não focam na abordagem centrada nas percepções de Satisfação/Diversão, levando a generalizações de percepções de usuários. Com este objetivo, foi feita uma revisão de literatura de estudos primários a respeito do assunto. Por fim, levantaram-se 15 estudos primários no campo de gamificação na educaçãonos quais as percepções de Satisfação/Diversão foram medidas e, desses estudos então foram analisadas as relações entre o ganho de aprendizagem na educação usando a gamificação e como a gamificação proporcionou o surgimento de ganhos de Satisfação/Diversão. Por fim, pode-se concluir que na maioria dos casos, resultados positivos foram encontrados em relação a sistemas gamificados causadores de Satisfação/Diversão no que diz respeito a ganhos de aprendizagem.
... For such clinically relevant aspects in medical education that require memorization, educational card games can be designed, by integrating cognitive aspects of learning and game elements like achievements, intellectual challenges, scoring systems, etc., making the topic more interesting and meaningful, thereby enhancing and reinforcing students' understanding of target content and concepts [3][4][5][6]. The use of well-designed, supplemental educational card games has potential benefits for the students involved in the learning process and also helps in developing problem-solving skills [7,8]. However, there are very few scientific studies on the effectiveness and usefulness of card games to enrich students' learning in Anatomy. ...
Introduction
Lectures and small group teaching are useful to transfer conceptual knowledge. Anatomy is the foundation of medical sciences, but it is perceived to be difficult to comprehend and recall. For such clinically relevant aspects of medical education that require memorization, educational card games can be very effective. As the complex concepts and terminology of Embryology are difficult to follow and retain, we designed a card game “MedFc” for a topic on pharyngeal arches. This study was planned to determine the effectiveness of the card game on curriculum comprehension, recall of factual topics among medical undergraduates, and its utility as a supplement to interactive lecture sessions.
Methods
The mixed method study was conducted in the Department of Anatomy of an undergraduate medical college. Ethical approval was obtained prior to beginning the study. Convenience sampling was done. From a batch of 50 first-year medical students, a total of 40 students consented to participate in the study, 24 (60%) were males and 16 (40%) were female participants. A lecture on the pharyngeal arches was conducted for the entire batch of 50 first-year medical students. After three weeks, the students who consented to participate in the study were randomly grouped into two groups of 20 each. The groups were the game group (which played the card game in teams of five) and the control group (which discussed the same topic in small groups of five). For both the group's pretests and posttests, 10 higher order multiple choice questions, were conducted and students’ feedback regarding the effectiveness of the teaching technique was obtained.
Results
Students opined that playing the card game was a superb experience, a positive use of time, and a very effective method of comprehension and memorizing complex topics. The scores increased from the pretest to the posttest indicating that both methods effectively reinforced the embryological concepts, but a t test showed that card game is more effective than small group discussions, with p-value = 0.008. The improvement in scores of students who had achieved <50% in pretest for the game group was statistically significant with t-value = 0.0023, when compared with the improvement in scores of similar students from the control group.
Conclusions
The study has demonstrated the effectiveness of “MedFc” card game in the recall of factual topics and can be used as supplementary material for enhancing learning amongst medical graduates. This educational card game applies gamification to Anatomy education to create a fun filled learning experience and is a valuable addition to the learning resources.
... In this phase, the enemy cards are revealed to the player, and several possible card choices are provided for the player. The player will then choose five of the possible cards for their team, then continue into the battle phase [10]. In the battle phase, the player will not be able to interact with the game, and the player and enemy cards will battle each other automatically. ...
Providing critical thinking skills to people in an exciting and engaging manner is an issue that can hopefully beresolved with the introduction of a newly created autochess game [1][2]. Because this game only allows playerinteraction to occur before the battle starts in the preparation phase, the game encourages the player to think aheadand predict how the player's team can defeat the enemy team based on which cards are selected to be added. Totest the ef ectiveness of the game at improving the critical thinking skills of its players, an experiment was conductedinwhich five example questions from the Watson-Glaser test were provided to the participants of the survey to answer, then the participants would play through all three levels of the game [3]. Then, the participants would try the samefive questions from the Watson-Glaser test again [4]. The results of the survey indicate that the game only provideda slight improvement in critical thinking skills.
... In general, the term 'games-based learning' (GBL) refers to an activity that engages and keeps students focused by encouraging them to participate in the lesson through gameplaying. Both non-digital and digital games are possible (Baker et al, 2005). GBL is stated as an educational teaching strategy that needs the students to join in an activity with predetermined rules. ...
Background and objectives: In general, the term 'games-based learning’ (GBL) refers to an activity that encourages students to participate in the lesson through game-playing in order to engage and keep them focused. The games can be both non-digital and digital. Methods: A quantitative design and cross-sectional descriptive study were done. The study included 70 nursing and midwifery students as well as 30 faculty. This study was conducted from the period of November 2021 until October 2022. Results: Most of the faculty were 40-49 (36.7%). The faculty gender was 50 % male and 50% female. According to this study’s findings, the majority of the faculty (80 %) and more than half of the students (60 %) agreed that game-based learning is beneficial in the nursing educational program. While (80%) of the faculty and more than (72%) of students agreed that game-based learning increases students’ critical thinking skills. Conclusion: Game-based learning as a teaching approach in nursing education programs plays a crucial role in increasing students' involvement. This study found that students and faculty believe that game-based learning improves students' critical thinking skills, which will help them do better in school. Keywords: Game-Based Learning, Teaching Strategy, Student, Faculty, Nursing Education
... From the point of view of methods and techniques for SEE, one approach used is to transform the project executed in class into a real-world project, for example, intentionally applying unexpected complications during the project, or involving external organizations (Chen & Chong, 2011;Dawson, 2000). Another method is to use a simulated environment in conjunction with lectures and projects to enhance learning and understanding of complex topics (Baker et al., 2005). In addition, gamification has been used as an approach to make education more attractive by incorporating game mechanics and elements (Pedreira et al., 2015). ...
Context: In the Software Engineering Education (SEE) context, virtual worlds have been used in order to improve learning outcomes. However, there is a gap in the literature in order to characterize the use of the Metaverse for SEE. Objective: the objective of this work is to characterize the state-of-theart of virtual worlds in SEE and provide research opportunities and challenges to fill the limitations found. Method: we conducted a systematic literature review, and we established 8 research questions that guided the study, as well as performed data extraction. Results: we report on 17 primary studies that deal mostly with immersive experiences in SEE. The results show some limitations: few Software Engineering (SE) topics are covered; most applications simulate environments and do not explore new ways of viewing and interacting; there is no interoperability between virtual worlds; learning analysis techniques are not applied; and biometric data are not considered in the validations of the studies. Conclusion: although there are virtual worlds for SEE, the results indicate the need to develop mechanisms in order to support the integration between virtual worlds. Therefore, based on the findings of the review, we established a set of components grouped by 5 layers to enable the Metaverse for SEE through fundamental requirements. We hope that this work can motivate promising research in order to foster immersive learning experiences in SE through the Metaverse.
... From the point of view of methods and techniques for SEE, one approach used is to transform the project executed in class into a real-world project, for example, intentionally applying unexpected complications during the project, or involving external organizations (Chen & Chong, 2011;Dawson, 2000). Another method is to use a simulated environment in conjunction with lectures and projects to enhance learning and understanding of complex topics (Baker et al., 2005). In addition, gamification has been used as an approach to make education more attractive by incorporating game mechanics and elements (Pedreira et al., 2015). ...
Contribution: This secondary study examines the literature on immersive learning frameworks and reviews their state of the art. Frameworks have been categorized according to their purpose. In addition, the elements that compose them were also categorized. Some gaps were identified and proposed as a research roadmap.
Background: Immersive technologies for education have been used for some years. Despite this, there are few works that aim to support the development and use of virtual environments for immersive learning. Research Questions: This systematic review has the following main research question: What is the state of the art of immersive learning frameworks? In order to answer this question, secondary research questions were defined: 1) what definitions of immersive learning were adopted in primary studies? 2) what are the types of frameworks and how do they support immersive learning? 3) what are the elements that compose the frameworks? 4) what are the methods used to validate the frameworks? Methodology: As per the systematic review guidelines, this study followed a rigorous and replicable process for collecting and analyzing data. From 1721 articles identified in the search engines, 15 were selected after the inclusion and exclusion criteria. Findings: Most frameworks are models that investigate the causal relationship between immersive learning factors that influence learning outcomes. Although this theoretical aspect is important for the advancement of research, the area still lacks more practical frameworks that address more technical details and support development, as well as the use of immersive virtual environments by teachers and instructors.
... Games have been seen as a useful means of professional development (PD) in diverse domains, such as architecture (Agapiou, 2006), engineering (Baker et al., 2005;Deshpande & Huang, 2011), construction management (Pariafsai, 2016), entrepreneurship (Kriz & Auchter, 2016), nursing (Tan et al., 2017), medical surgery (Sabri et al., 2010), and journalism (Hatfield & Shaffer, 2006). However, game-based learning applications are still nascent for teacher PD (Pozzi et al., 2016). ...
Classroom-based assessment is essential to good teaching and learning. Nevertheless, pre-service and in-service teacher's assessment professional development (PD) has been slow to change and the research supporting good assessment PD is still nascent. In this paper, we report the investigation of a relatively new approach to assessment PD, a game-based intervention, MetaRubric, a game designed to provide teachers with a playful experience that supports critical examination of rubrics, including their design and use. Games-and in particular practice space games-have been suggested to be potentially useful for teacher professional development, however little has been written about their design, practical application to teacher professional development, especially in the context of assessment, or mechanisms of action. The data presented here provide preliminary empirical support for and detail the design of one such intervention.
... Active learning techniques like role play, pair programming, and peer learning have also been done in the classroom (Hu 2013;Quintana and Grados 2020). Teaching through games in the classroom is also another popular strategy (Jaramillo 2014; Baker et al. 2005). Although technology-enhanced learning environments have been used for software design (Hohmann et al. 1992), and for software design evaluation (Reddy et al. 2021), sufficient research has not been done on the effectiveness of these learning environments. ...
Evaluating a software design is an important practice of expert software designers. They spend significant time evaluating their solution, by developing an integrated mental model of the software design and the requirements. However, sufficient emphasis has not been given on teaching and learning of evaluation practices in software design courses, and hence, graduating students find it difficult to critically analyse an existing design and improve upon it. In this paper, we describe a model-based learning pedagogy for teaching–learning of software design evaluation. Model-based learning has been extensively used in science education and entails helping students construct, refine, revise, evaluate, and validate scientific models. We argue that modelling practices in software design evaluation are analogous to these practices. We adapted the model-based learning paradigm and operationalised it into a technology-enhanced learning environment (TELE) for fostering software design evaluation skills in computer science undergraduates. We conducted a research study with 22 undergraduate students to explore how the TELE and its features help students effectively evaluate a given software design. Students attempted a pre-test and post-test which asked them to identify defects in the design. We used the content analysis method to identify categories of defects from student responses in the pre-test and post-test. We also analysed student interaction logs and conducted focus group interviews to identify how features in the TELE contributed towards student learning. Findings from the study showed that students’ understanding of evaluation improved, from merely adding new functionalities and requirements, to a process which involved identifying alternate scenarios in the design which violate the given requirements. Students perceived that pedagogical features of the TELE were useful in helping them effectively evaluate software designs. Findings from the study provide evidence for the model-based learning paradigm as an appropriate pedagogy for software design and also opens the space for researchers to investigate model-based learning in other aspects of software design, such as designs of different types and varying complexities.
... Although game-based learning is often linked to digital games, also physical games can be used (Tercanli et al. 2021). Educational physical games include for example exergames aiming to improve physical activity, board games, customized physical cards and role-playing (Baker et al. 2005;Coil et al. 2017;Tomlinson and Masuhara 2009). The results of gamification in exercising or health (exergames) have had often mixed results (Koivisto and Hamari 2019), but for example raising awareness for disasters (Clerveaux and Spence 2009) or computer security (Denning et al. 2013) have games been found effective. ...
Game-based learning and educational escape rooms are increasingly used in teaching and learning since they improve student motivation, engagement and learning. However, prior literature has not studied team collaboration in gamified contexts sufficiently according to recent literature reviews. This study focuses on collaboration among team members in educational escape rooms in higher education. The objective of this study was to understand how collective mindfulness and mindlessness occur in physical and digital game-based learning. The video data was collected from three different courses, with 25 student teams, 96 participants and contains more than 15 hours of material. The analysis revealed both mindful and mindless behaviors in team interaction. Paper contributes to gamification literature by presenting the first study using collective mindfulness and mindlessness theory in understanding team collaboration noticing factors affecting member equality in both digital and physical escape rooms. It was also noticed that mindfulness may be relative depending on the observation perspective.
... In the first study, a card game was developed to increase the experience levels of the individuals about software development processes [30]. This game can be played with multiple players and the role of each player is the project team leader. ...
Software development is a complicated process that requires experienced human resources to produce successful software products. Although this process needs experience from the individuals, it is hard to provide this experience without encountering real incidents during the software development process. To fill this gap, this study proposes a Virtual Reality Based Software Development Framework (VR-SODEF), which provides an interactive virtual reality experience for individuals learning about the tasks of software development starting from requirement analysis through software testing. In the VR-SODEF, the participant takes on the role of a novice software developer being recruited into a virtual software development organisation who should work alongside five virtual characters, played by artificial intelligence. This exclusive viewpoint draws participants from the 2D separation of the classical experience and virtually into the world of the software development itself. Participants experience the intense dramatic elements created for simulation and confront the challenges of virtual software practitioners in a somewhat uncompromising virtual simulation environment. To examine the efficiency of the VR-SODEF, it was tested on 32 computing students, with results indicating that virtual reality can be an effective educational medium, especially for skills that might traditionally be acquired through experience rather than traditional classroom-based teaching.
... B. Special Activities 1) Standalone Projects: Programs frequently include a "project" module in which students are supposed to create a software artifact, often in a group (e.g., [9], [28], [29]). While we consider this to be an essential skill for software engineers, we consider the notion of a dedicated module to be misguided. ...
It is widely accepted by now that the discipline of
Software Engineering is distinct from both Computer Science
and Electrical Engineering, and that it requires bespoke higher
education programs. In this paper, we argue that previous
attempts at designing such programs have often failed to fully
account for three essential characteristics of the discipline.
We propose a design philosophy for undergraduate Software
Engineering programs addressing these particularities and outline
a corresponding program. Incorporating this philosophy would
make Generation Alpha the first generation to receive a genuine
Software Engineering education.
... Enseñar Ingeniería de Requisitos es fundamental para los proyectos de desarrollo de software, debido a que los estos marcan el punto de inicio y fin de las actividades como la planeación (Arias, 2005;Baker, Navarro, & Van Der Hoek, 2005). Para esto se necesitan técnicas que se incorporen en el proceso de enseñanza en el área de Ingeniería de software, con el propósito de crear métodos de enseñanza que permitan abordar la complejidad inherente a los sistemas de desarrollo, para esto es fundamental comprender varias temáticas en especial el área de requisitos (Suárez & Arias, 2013). ...
... No âmbito prático do ensino de ES, o uso de jogos tem mostrado sucesso na imersão do aluno em cenários que refletem comportamentos típicos de situações reais. Trabalhos recentes têm se apoiado no uso de jogos como meio pedagógico [Dantas et al. 2004;Baker et al. 2005;Prikladnicki & von Wangenheim 2008]. ...
Resumo Educational games represent important tools to aid the teaching and learning process because they allow simulating concepts in virtual environment and stimulating collaboration and communication among students. Since Software Engineering (SE) has been revisited in its formation process, researches in SE education emerged in the last decade, mainly associated to games. So, this paper analyzes some works related to the development of games for teaching SE in order to identify its peculiarities, that is, some characteristics, artifacts and phases to create educational games for this purpose. An experience of developing a game for requirements engineering in ubiquitous systems is presented and compared with the analysis carried out on other experiences.
... Serious Games have been used to illustrate software project management (Raabe et al., 2013;Petri et al., 2017), software development processes (Hainey et al., 2011;Navarro and Van Der Hoek, 2004;Benitti and Molléri, 2008;Baker et al., 2003Baker et al., , 2005Souza et al., 2017Souza et al., , 2018, to teach Risk Management in Software Engineering Projects e.g., (Taran, 2007;Oliveira et al., 2013), to introduce the usage of Kanban or Scrum in Software Engineering Projects e.g., (Heikkilä et al., 2016;Paasivaara et al., 2014;Fernandes and Sousa, 2010), to introduce Requirements Engineering, e.g., (Knauss et al., 2008;Hainey et al., 2011) or to illustrate the particularities of Global Software Engineering e.g., (Van Solingen et al., 2011;Sāblis et al., 2019). ...
Background: Software project management courses are becoming popular for teaching software engineering process models and methods. In order to be effective, this approach should be properly aligned with the learning outcomes. Common misalignments are caused by using an incorrect degree of realism or inappropriate support. Objective: Design, implement and evaluate a learning approach that helps students acquire knowledge (theoretical and practical) and enables them to solve similar challenges to the ones they will face in real-world software projects. Methods: Our proposed approach combines i) a serious game and ii) a design-implement task where the students face the development of a controlled-scale software development project. Students were required to plan and manage a software project according to its specification provided by the teachers. To evaluate the approach, we collected the student's perceptions through an online survey, analyzed the adherence of their project plans to a set of rubrics that drive the serious game, and analyzed the teams' reports submitted at the end of the course. Results: The students' perception suggests that the integrated approach promotes knowledge acquisition through practical learning, and reinforces the theoretical knowledge of the course, and that is aligned with the main learning outcomes of the course. Students were also able to reflect and make meaningful inferences about the application of theory in a real-life context. Conclusion: The experiential learning approach matches the intended objectives and reinforces a software project management course's theoretical knowledge. Our experience also points out insightful lessons for educators willing to apply such an integrated approach in software engineering curricula.
... While an overwhelming percentage of GBL research refers to the use of digital games and technology, it has been recognized by the academic community that GBL can also mean the adoption of non-digital models (Baker, Navarro & Van Der Hoek, 2005) Nevertheless, research on the design, development, and evaluation of non-digital applications lags behind the prevailing research of their digital counterparts. ...
This paper describes the design and the implementation of an educational escape room with an Odyssey theme, in accordance with the content gamification model. Escape rooms are part of the gamification strategies adopted in education, so that students get actively engaged and at the same time achieve cognitive or pedagogical goals effortlessly. The specific escape room was developed as a playful alternative to the standard revision stage of the Odyssey, but also included interdisciplinary elements (Geography and Mathematics). The research methodology was exploratory, as a minimum foundation for further research, and quantitative. Escape room's main goal was to fight students' boredom and engage them in an entertaining learning process. The main research question was: do the vulnerable students (with low school performance) profit from this procedure and cultivate a positive attitude towards learning? According to the results, the escape room enhanced engagement, collaboration, communication, and creativity, and mitigated stress through collaboration, which subsequently fosters resilience in the school context. It was also welcomed as beneficial pedagogical activity and caused, to an overwhelming extent, the enthusiasm of the participants. The (male) gender and the earlier experience of an escape room contributed to the more positive reception of the activity. Low-performance students expressed their satisfaction and fervent approval of the experience and outscored those of high performance in almost all variables measured, proving the pedagogical value of the escape room's use.
... Jika situasi ini tak terbangun, bisa jadi siswa akan merasa canggung berbicara dengan guru dan komunikasi tidak akan berjalan baik. Akibatnya, pengajar juga akan mengalami kesulitan untuk mengetahui apa yang menjadi keinginan siswa (Baker, 2011). ...
Community's lack of understanding of evacuation during disasters is one of the things that affects the emergence of casualties during disasters. Yet with the knowledge of the threat of disasters that are around, this will be able to reduce the number of victims and minimize damage caused by disasters. Objectives, This study aims to explore the fun and motivation of disaster evacuation simulation participants in Tirtomarto 3 Elementary School Children . Method, The research method is descriptive exploratory. The sample used was 60 people who were obtained by simple random sampling from all grade 4A and 4B students and grade 5 at SDN Tirtomarto 03. Results. The gender frequency of the majority of respondents was women with a total of 35 respondents (58.4%). 60% of respondents said that they were very happy with this method, 35 percent said they were happy and only 1.6% (1 respondent) said they were not happy. 51% of respondents were highly motivated in participating in this evacuation simulation, and 35% said they were motivated. Discussion, One characteristic of simulation is playing a role, according to the concept. Contains the nature of play in doing simulations, so this is suitable for children where they can simultaneously learn and play. Motivation is an encouragement for someone to act or have the expected behavior. Motivation is important in the success of disaster management, especially for children. Suggestion, Deeper research is needed regarding the appropriate duration and type of learning that can explore the benefits of evacuation simulations optimallyKeyword : Learning Excitement, Learning Motivation, Simulation Abstrak : Ketidakpahaman masyarakat akan evakuasi saat bencana menjadi salah satu hal yang berpengaruh pada timbulnya korban jiwa saat terjadi bencana. Padahal dengan adanya pengetahuan mengenai ancaman bencana yang ada disekitar, hal ini akan dapat mengurangi jumlah korban jiwa dan meminimalkan kerusakan akibat bencana. Penelitian ini berujuan untuk mengeksplorasi kesenangan dan motivasi dari peserta simulasi evakuasi bencana pada Anak SD Tirtomarto 3. Metode penelitian bersifat deskriptif eksploratif. Sampel yang digunakan sebanyak 60 orang yang didapat secara simple random sampling dari seluruh siswa kelas 4A dan 4B dan kelas 5 di SDN Tirtomarto 03. Frekuensi jenis kelamin responden mayoritas adalah perempuan dengan jumlah 35 responden (58,4%). 60% responden menyatakan sangat senang dengan metode ini, 35 persen menyatakan senang dan hanya 1,6% (1 responden) yang menyatakan tidak senang. 51% responden sangat termotivasi dalam mengikuti simulasi evakuasi ini, dan 35% mengatakan termotivasi. Salah satu ciri dari Simulasi adalah memainkan peran, sesuai dengan konsepnya. Terkandung sifat bermain dalam melakukan simulasi, sehingga hal ini cocok bagi anak-anak dimana mereka bisa sekaligus belajar dan bermain. Motivasi adalah sebuah dorongan agar seseorang bertindak atau memiliki perilaku yang diharapkan Motivasi menjadi hal penting dalam keberhasilan penanganan bencana terutama untuk anak-anak. Diperlukan penelitian yang lebih dalam mengenai durasi dan tipe pembelajaran yang sesuai yang dapat megeksplorasi manfaat simulasi evakuasi secara maksimal.Kata Kunci : Kesenangan belajar, Moivasi Belajar, Metode pembelajaran, Simulasi.
... Exercises in games or the inspired games have been used in have been used in programming courses for a while [8,9,10,11]. Using games in SEE has a lot reasons itself. ...
Software testing is a field to insure that delivery of any software or application in android is error free. Education program in Software Engineering aims at imparting skills among the students that focus upon meeting the expectations of the fluctuating needs of the industry. It has always been a worry about the skills and knowledge becoming outdated in a flash. The current article focuses the results and draws on experiences from improving the quality of a computer game after testing process using Genetic Algorithm. The quality of Gamming Apps can improve some areas of an individual like learning ability, problem solving, and sovereign learning and learn by doing. In order to better understand this research authors applied this change to 100 students which shows that they are good learner compare to others. The improved quality of the gamming also give the confidence to the parents that their child will learn in efficient manner.
... Exercises in games or the inspired games have been used in have been used in programming courses for a while [8,9,10,11]. Using games in SEE has a lot reasons itself. ...
Software testing is a field to insure that delivery of any software or application in android is error free. Education program in Software Engineering aims at imparting skills among the students that focus upon meeting the expectations of the fluctuating needs of the industry. It has always been a worry about the skills and knowledge becoming outdated in a flash. The current article focuses the results and draws on experiences from improving the quality of a computer game after testing process using Genetic Algorithm. The quality of Gamming Apps can improve some areas of an individual like learning ability, problem solving, and sovereign learning and learn by doing. In order to better understand this research authors applied this change to 100 students which shows that they are good learner compare to others. The improved quality of the gamming also give the confidence to the parents that their child will learn in efficient manner.
... Successful results of research experiments on the use of card games for teaching computation-related concepts have been reported in the literature concerned with serious games (Baker et al, 2003;Baker et al, 2005;Zapata, 2009;Fernandes and Sousa, 2010;Zapata, 2012;Kordaki and Gousiou, 2016). Among the findings which have been reported, card games with puzzle triggers are considered suitable to teaching purposes because if they follow some requirements, such as functional design phases, adequate learning curve, easy steps to follow, they can be used to motivate the students and help them learn difficult matters. ...
This work describes how software development can be taught in the classroom by using instructional cards with puzzle triggers. It focuses on a case study which concerns teaching Civil Engineering undergraduate students to understand algorithms and also to write them in C language. In this work, the term puzzle trigger is adopted by the authors to name a scaffolding mechanism used to create card games. The novelty of this work is that the authors propose to introduce puzzle triggers in instructional card games. A guideline including methodological procedures on how to create an activity based on the use of instructional card games with puzzle triggers and its application to a specific computational learning context are presented. The design of the cards, its rules, its playing mechanics and its application in an experiment with a group of students are described. This kind of application is thought to help students to learn strategies for translating solutions of real world problems to computer-related world solutions. Among the concepts to be mastered and put into practice, the writing, understanding and implementation of algorithms, due to their complexity, pose a lot of difficulty to students. To cope with this kind of teaching complex computational concepts, card games with puzzle triggers are thought to be helpful.
... Game Based Learning (GBL) é uma estratégia de ensino e aprendizagem através de jogos. As simulações e os jogos didáticos são instrumentos que podem auxiliar o processo de ensino de diversas áreas (Ammar e Wright, 1999;Vasconcelos et al., 2012;Song et al., 2012;Verschueren e Mardjan, 2015), inclusive na engenharia (Au et al., 1969;Balceiro et al., 2003;Baker et al., 2005;Sacks et al., 2007;Ozelkan e Galambosi, 2009;Lima e Melo, 2013;Garcıá et al., 2017). Portanto, os jogos educativos podem promover a aprendizagem e auxiliar na construção do conhecimento. ...
Os jogos em sala de aula servem como atividade para melhorar e incentivar a aprendizagem do aluno, tornando-o mais ativo em sala e permitindo uma melhor fixação do conhecimento transmitido. Este artigo propõe a utilização de jogos como ferramenta de aprendizagem da disciplina de Materiais Betuminosos, do Curso de Engenharia Civil da Universidade Federal do Ceará para proporcionar aos alunos maior absorção do conhecimento. Foi proposto um jogo de tabuleiro em que os temas abordados foram asfaltos, asfaltos modificados, emulsões asfálticas, agregados e misturas asfálticas. Para avaliar o estilo de aprendizagem dos alunos e professor foi aplicado o Índice de Estilos de Aprendizagem e para analisar a eficiência do jogo foi desenvolvido um questionário baseado nas competências e habilidades exigidas pelo Conselho Nacional de Educação. Verificou-se o potencial do jogo em proporcionar motivação, aprendizagem, armazenamento do conhecimento e o desenvolvimento de algumas habilidades requeridas na área de Engenharia Civil.
... Problems and Programmers [1,2] is an educational card game to teach software engineering processes. Chang et al. [5] developed a card game with Rapid Application Development as the learning object. ...
Startup education presence in Computer Science and Software Engineering curriculum has risen in the recent years. Currently, most reported courses focus on teaching innovation and business techniques and try to emulate real-world projects to convey the content. They have not focused on team composition which is a critical element for the success of startups since missing human capital increases the uncertainty involved in the process. In this paper, based on a literature review, we present a set of concepts about software startups team composition to be explored in a course. We also present a board game as a supplementary tool to convey these concepts. To evaluate the tool, we placed students in an artificial learning environment where they watched a video lesson about the topics and played the game. Then, participants answered a questionnaire about motivation, user experience, and perception of learning. The results indicate a first evidence of the value of the tool inducing a positive effect on learning as perceived by students.
A gamificação tem se mostrado uma abordagem amplamente utilizada em diversas áreas, transformando experiências formais e diretas em atividades lúdicas e até mesmo divertidas. Nesse contexto, os jogos de cartas têm desempenhado um papel significativo, incorporando elementos visuais e fésicos ao conteúdo, de forma a aprimorar a experiência de aprendizagem. O artigo apresenta um estudo sobre o desenvolvimento do jogo ”Projeto Master”, de caráter educativo, que surge com o objetivo de combinar e unificar estes aspectos, oferecendo partidas envolventes, divertidas e instrutivas para o ensino de gestão de projetos.
Some students with limited class time have lost their all interest in what is being taught. This may be a result of the current teaching method, which is heavily centered on the instructor and slides. Keeping this in mind, a large number of researchers are implementing new teaching strategies that emphasize active techniques, such as task-based learning, videos, and games. The majority of educational games are built from previously established games, either by expiry or modification, which is referred to as Software Reuse (SR). Software Product Line is one of the primary areas of SR, and it is a technique that seeks to bring together systems that have a particular set of comparable functionality, such as a series of similar games. Considering this, the purpose of this research is to develop a product line of educational games in order to simplify game production in this field.
Penelitian ini bertujuan untuk (1) Merancang dan menghasilkan media pembelajaran Fisika media pembelajaran Fisika SMA Augmented Reality Video berbasis Android (2) Memperoleh validasi dari ahli materi pemanasan global dan ahli media pembelajaran agar dapat menjadi media pembelajaran yang siap digunakan untuk kepentingan pembelajaran Fisika. Metode penelitian yang dipilih adalah metode penelitian pengembangan (research and development). Model pengembangan yang digunakan di dalam penelitian ini adalah 4D dengan modifikasi model menghilangkan langkah disseminate sehingga terdiri dari (1) Define (2) Design (3) Develop. Penelitian ini dilakukan di SMA N 1 Gemolong. Tahap pengujian kelayakan produk dilakukan oleh ahli materi, ahli media, praktisi, serta pengguna. Guru Fisika SMA N 1 Gemolong dipilih sebagai praktisi dalam penggunaan media pembelajaran AR Video, sedangkan peserta didik dipilih sebagai pengguna media pembelajaran AR Video. Instrumen yang digunakan dalam penelitian ini adalah menggunakan instrumen angket analisis kebutuhan peserta didik, angket analisis kebutuhan pendidik, angket kelayakan media pembelajaran oleh ahli materi, angket kelayakan media pembelajaran oleh ahli media, angket kelayakan media oleh praktisi serta angket respon peserta didik terhadap media pembelajaran. Teknik analisis data yang digunakan adalah analisis deskriptif dengan skala likert. Penelitian ini telah menghasilkan satu produk media pembelajaran Augmented Reality Video bernama Glow-kAR (Global Warming on Augmented Reality). Aplikasi Glow-kAR beserta kartu bergambar dinyatakan layak oleh ahli media pembelajaran dan materi dengan kategori baik. Menurut data analisis deskriptif dengan skala likert, peserta didik kelas XI MIPA 1, XI MIPA 2, dan XI MIPA 3 di SMA N 1 Gemolong memberikan respons dengan kategori baik terhadap media pembelajaran AR Video Glow-kAR
2 Dublin ehir Üniversitesi, Bilgisayar Bilimleri ve Mühendisli §i Bölümü, Dublin, rlanda murat.yilmaz@dcu.ie Özet. nsanlk tarihi kadar eski olan dijital olmayan oyunlar bireylerin hayatnda özellikle sosyal etkile³imi güçlendirmek adna önemli bir yer tutmaktadr. Ki³iler bu oyunlar yardmyla daha etkin bir biçimde et-kile³im kurmakta ve kendilerine verilen görevleri daha hzl bir biçimde kavrayabilmektedirler. Çevik yazlm geli³tirme süreçleri di §er mühendis-lik disiplinlerinde tanmlanan üretim süreçlerine göre daha fazla sosyal etkile³im içermektedir. Çevik dönü³üm konusunda bir yldan fazla sü-redir çal³malarn sürdüren Huawei Türkiye AR-GE Merkezi bu dönü-³ümü sa §lamak adna yürüttü §ü e §itim ve çal³taylarda dijital olmayan oyunlar aktif olarak kullanmaktadr. Bu oyunlar sayesinde yazlm ta-kmlarndaki çevik dönü³üm faaliyetlerinin önemli bir ivme kazand § gözlemlenmektedir. Huawei Türkiye AR-GE Merkezi bünyesindeki farkl departmanlarda çal³makta olan ki³ilerin i³ birli §i yeteneklerinin artrl-mas, bilgi payla³m kabiliyetlerinin iyile³tirilmesi ve dolaysyla yazlm takmlarnn sosyal etkile³im becerilerinin artrlmas hedeenmektedir. Bu deneyim bildirisinde belirlenen hedeer do §rultusunda Huawei Tür-kiye AR-GE Merkezi Kalite ve Operasyon Departman tarafndan yazlm uzmanlarna özel olarak tasarlanm³ (dijital olmayan) bir oyun tantla-cak ve endüstriyel ortamda edinilen deneyimler payla³lacaktr.
Digital games are increasingly being seen as effective learning resources. This is especially true because of how society is being transformed by the technological revolution, with adolescents as the key players in this transformation. In order to diversify teaching methods, schools in Quebec have been experimenting with educational games. This chapter reports on research that was based on a single group, pretest-posttest design. The findings showed that the online game STIs: Stopping the transmission, supported learning in terms of structuring of knowledge and integration of information for youth between the ages of 14 and 15. Several recommendations for further research have been made in the discussion.
Serious Games (SGs) have been able to shape new opportunities for human training and empowerment, imparting knowledge or skills in an engaging and motivating way to a new generation of learners. Further, they can be used to improve the quality of both individual and collective experience. In particular, SGs can nurture positive emotions promote engagement, as well as enhance social integration and connectedness. An in-depth analysis of each of these aspects will be presented in the chapter, with the support of concrete examples and case-analysis. Eventually, a game design practice will be discussed. Knowledge and awareness of hedonic, eudaimonic and social principles improve user-centered design models can be both fundamental to enhance learning effectiveness and retention and to improve players' well-being, contributing to the development of sustainable communities of practices.
The concept of minimum spanning tree algorithms in data structure is difficult for students to learn and to imagine without practice. Usually, learners need to diagram the spanning trees with pen to realize how the minimum spanning tree algorithm works. In this paper, the authors introduce a competitive board game to motivate students to learn the concept of minimum spanning tree algorithms. They discuss the reasons why it is beneficial to combine graph theories and board game for the Dijkstra and Prim minimum spanning tree theories. In the experimental results, this paper demonstrates the board game and examines the learning feedback for the mentioned two graph theories. Advantages summarizing the benefits of combining the graph theories with board game are discussed.
This chapter discusses DAU CardSim, a multiplayer card game for teaching defense acquisition strategies, and addresses the challenges in moving from a paper prototype of the game to a digital version. This post-mortem will break down the requirements and elements that went into the DAU CardSim design and the decision to adopt a card game system. The rapid development process used varying levels of simple prototypes for initial design and playtesting, as well as game balance and refinement. The culmination of the design process involved converting the physical card game to a digital version. This presented challenges in creation but lacked many of the inherent problems of developing a digital system from the ground up by streamlining the development cycle.
Introducción:
El Sistema Nacional de Salud, por su misión, cobertura y características, requiere de un constante flujo informativo, por lo que necesita un personal especializado en el uso de tecnologías que les permita dirigir y gestionar la infraestructura necesaria para la efectiva toma de decisiones en el Sector.
Objetivo:
Analizar el comportamiento histórico de la enseñanza del diseño de software en la carrera Sistemas de Información en Salud.
Métodos:
Para la realización de la presente investigación de tipo descriptiva, se utilizaron como principales métodos los de nivel teórico: Histórico-lógico, Análisis-síntesis, Inducción-deducción y Enfoque sistémico, dentro de los de nivel empíricos el de Análisis documental.
Resultados:
Se obtiene una valoración del análisis realizado a los documentos normativos que rigen el Proceso de Enseñanza y Aprendizaje del diseño de software en el mundo, América Latina y Cuba que puede ser utilizado como medio complementario de apoyo a la preparación metodológica de los profesores de la disciplina Informática.
Conclusiones:
Existen elementos curriculares que deben ser atendidos con el fin de aumentar la calidad del proceso docente, a pesar de que se han alcanzado grandes avances cualitativos y cuantitativos en todos los aspectos de este proceso.
The software industry is becoming an increasingly important part of the economy in countries that have realized that the education of future software engineers is crucial to having a vibrant software industry. However, software engineering education is still influenced by traditional teaching impeding the acquisition of soft skills. Game‐based learning (GBL) combines learning with different known resources, such as games, to support and improve the teaching/learning process and/or student evaluation through active learning. This study presents a systematic literature review on the use of GBL for teaching software engineering at the undergraduate level, from 2001 to 2020, by addressing four research questions: What kinds of games have been developed for software engineering education? Which software engineering areas have been addressed by these games? Which soft skills have been promoted by using these games? How have these skills been evaluated? The study found 96 studies to answer these four questions. The findings provided evidence on the development of digital games focused on teaching the fundamentals of software engineering defined by software engineering body of knowledge. Moreover, these games have been able to promote the acquisition of more than one soft skill which is beneficial for undergraduate students.
The success of natural sciences like physics, chemistry and biology in the use of laboratory experimentation has always been a challenge to social scientists. But in the case of social sciences, the equipment needed to carry out laboratory experiments was weak and poor, and this has often been thought to be one of the major reasons for prevention of more rapid progress in social sciences; the equipment we refer to is management games. Indeed, managerial games can be used as a tool for conducting laboratory experiment in management context. In order to promote and develop practical knowledge, the essential skills and human resources competencies, management games are introduced and used as one of the educational methods and tools. The present study tries to design and develop a management game in the field of construction project management, so that by playing the game, the required level of knowledge, skills, capabilities, and overall project management competencies in individuals will promote and also can measured players competencies. The construction project management simulation game, after design and development has been implemented by 18 students and the results in the project management knowledge field show that playing this game improves the players knowledge by 174 %, and the educational program that formulated in the game has also achieved the first three levels of bloom’s taxonomy of educational objectives, i.e. levels of remembering, understanding and applying levels. In the field of game quality, analyze the results of player responses and scores show that the game has a good quality level. In field of analyzing common behaviors and player selection, the results indicated that most groups used quality materials during the performance of the activities related to the appearance of the building, and they used medium quality materials to carry out activities that are kind of infrastructure activities that are not visible at work.
One of the most important, but tedious and costly tasks of software testing process is test data generation. Several methods for automating this task have been presented, yet due to their practical drawbacks, test data generation is still widely performed by humans in industry. In our previous work, we employed the notion of Game With A Purpose (GWAP) and introduced Rings as a GWAP to reduce time and costs of human-based test data generation and increase its appeal to engage even nontechnical people. In this paper, we propose a new game, called Greenify, with the purpose of test data generation so that it solves the main issues of Rings. The environment of this game is built based on a program’s control flow graph. To evaluate the proposed approach, we designed several game levels based on six different C++ programs and gave them to volunteering players. The results show that in comparison to both conventional human-based approach and Rings, Greenify generates test data with less rime for all feasible paths of the given benchmark programs. In addition, Greenify identifies the smaller set of likely infeasible paths.
Feedback during learning is critical for evaluating new skills. Computer-based tutoring systems have the potential to detect errors and to guide students by providing informative feedback, but few studies have evaluated the real impact of different types of feedback. This article presents results of such a study using the Geometry Tutor for building geometry proofs. It was found that feedback about the goal structure of geometry problems led to better performance than feedback about the reasons for error or than simply being told that an error had occurred. This goal feedback allows students to correct the incorrect action more often than other types of feedback. Also, the goal feedback group continued to deal advantageously with problems when the feedback was subsequently removed. A simulation model, based on Anderson's (1983) ACT* theory and an analogical learning system, presents a preliminary model of the effects of these different feedback types. The model indicates that the advantage of goal-directed feedback is a reflection of its immediate application to the problem, whereas feedback about reasons for the error does not provide any direction to the correct error. According to the model, the feedback allows the student to construct a correct representation of the goal tree involved in various types of proofs more readily than feedback that is not immediately relevant to the current problem.
The Open University's M880 Software Engineering is a postgraduate distance education course aimed at software professionals. The case study element of the course (approximately 100 hours of study) is presented through an innovative interactive multimedia simulation of a software house Open Software Solutions (OSS). The student `joins' OSS as an employee and performs various tasks as a member of the company's project teams. The course is now in its sixth presentation and has been studied by over 1500 students. The authors present the background to the development, and a description of the environment and student tasks
CPU Sim 3.1 is an educational software package written in Java foruse in CS3 courses. CPU Sim provides students an active learningenvironment in which they can design, modify, and compare variouscomputer architectures at the register-transfer level and higher.They can run assembly language or machine language programs forthose architectures through simulation. CPU Sim is a completedevelopment environment, including dialog boxes for designing theCPU architecture, a text editor for editing assembly languageprograms, an assembler, several display windows for viewing theregisters and RAMs during the execution of programs, and manydebugging features such as the ability to step forward or backwardduring execution, inspecting and optionally changing the values inthe registers and RAMs after each step. These features andsuggested uses of CPU Sim in CS3 classes are discussed.
This paper review the 10-year history of tutor development based on the ACT theory (Anderson, 1993, 1993). We developed production system models in ACT of how students solved problems in LISP geometry, and algebra. Computer tutors were developed around these cognitive models. Construction of these tutors was guided by a set of eight principles loosely based on the ACT theory. Early evaluations of these tutors usually but not always showed significant achievement gains. Best-case evaluations showed that students could achieve at least the same level of proficiency as conventional instruction in one third the time. Empirical studies showed that students were learning skills in production-rule units and that the best tutorial interaction style was one in which the tutor provides immediate feedback, consisting of short and directed error messages. The tutors appear to work better if they present themselves to students as nonhuman tools to assist learning rather than as emulations of human tutors. Students working with these tutors display transfer to other environments to the degree that they can map the tutor environment into the test environment. These experiences have coalesced into a new system for developing and deploying tutors. This system involves first selecting a problem-solving interface, then constructing a curriculum under the guidance of a domain expert, then designing a cognitive model for solving problems in that environment, then building instruction around the productions in that model, and finally deploying the tutor in the classroom. New tutors are being built in this system to achieve the NCTM standards for high school mathematics in an urban setting.
Many employers find that graduates and sandwich students come to them poorly prepared for the every day problems encountered at the workplace. Although many university students undertake team projects at their institutions, an educational environment has limitations that prevent the participants experiencing the full range of problems encountered in the real world. To overcome this, action was taken on courses at the Plessey Telecommunications company and Loughborough University to disrupt the students' software development progress. These actions appear mean and vindictive, and are labeled `dirty tricks' in the paper, but their value has been appreciated by both the students and their employers. The experiences and learning provided by twenty `dirty tricks' are described and their contribution towards teaching. Essential workplace skills are identified. The feedback from both students and employers has been mostly informal but the universally favourable comments received give strong indications that the courses achieved their aim of preparing the students for the workplace. The paper identifies some limitations on the number and types of `dirty tricks' that can be employed at a university and concludes that companies would benefit if such dirty tricks were employed in company graduate induction programmes, as well as in university courses
Academia and industry disagree about what students should learn in school versus on the job. When the University of Alabama at Birmingham developed a graduate program in electrical and computer engineering, they consulted industry executives to develop a curriculum that addresses industry's needs without compromising academic fundamentals.
At USC's Institute for Creative Technologies, computer scientists,
US Army personnel, and entertainment professionals are developing the
foundation for an experiential learning system called MRE (Mission
Rehearsal Exercise). The MRE project seeks to create a virtual reality
training environment in which soldiers will confront dilemmas that force
them to make decisions in real time under stressful and conflicting
circumstances. By allowing soldiers to see the consequences of their
actions and decision-making skills in a simulator, the US Army expects
to better prepare its troops for dealing with similar dilemmas in the
real world
The practice of building software is a "new kid on the block" technology. Though it may not seem this way for those who have been in the field for most of their careers, in the overall scheme of professions, software builders are relative "newbies."
In the short history of the software field, a lot of facts have been identified, and a lot of fallacies promulgated. Those facts and fallacies are what this book is about.
There's a problem with those facts—and, as you might imagine, those fallacies. Many of these fundamentally important facts are learned by a software engineer, but over the short lifespan of the software field, all too many of them have been forgotten. While reading Facts and Fallacies of Software Engineering, you may experience moments of "Oh, yes, I had forgotten that," alongside some "Is that really true?" thoughts.
The author of this book doesn't shy away from controversy. In fact, each of the facts and fallacies is accompanied by a discussion of whatever controversy envelops it. You may find yourself agreeing with a lot of the facts and fallacies, yet emotionally disturbed by a few of them! Whether you agree or disagree, you will learn why the author has been called "the premier curmudgeon of software practice."
These facts and fallacies are fundamental to the software building field—forget or neglect them at your peril!
Although computer-based simulations of workplaces are a promising way to prepare high school students for the world of work, it is unclear how many workplace simulations exist and how suitable they are for school-to-work programs. An extensive survey located 142 workplace simulations, many of which were not intended for the school-to-work market. Thirty-nine of the most promising simulations were obtained and analyzed to determine potential problems that might impede their use in school-to-work programs. These simulations were classified according to type (e.g., Skill simulations; Role-Playing simulations; and Strategy simulations) and then critiqued regarding common problems in using them (e.g., usability, learnability, content, and available teacher support). We indicate which problems are most common and what educators can do to overcome them. We close with a prepositional analysis of two of the most promising workplace simulations that measures the job-specificity and implicitness of their content. We conclude that simulations can play an important role in school-to-work transition programs, even if not specifically designed for that purpose.
An abstract is not available.
This paper describes the use of a process simulator to support software project planning and management. The modeling approach here focuses on software reliability, but is just as applicable to other software quality factors, as well as to cost and schedule factors. The process simulator was developed as a part of a decision support system for assisting project managers in planning or tailoring the software development process, in a quality driven manner. The original simulator was developed using the system dynamics approach. As the model evolved by applying it to a real software development project, a need arose to incorporate the concepts of discrete event modeling. The system dynamics model and discrete event models each have unique characteristics that make them more applicable in specific situations. The continuous model can be used for project planning and for predicting the effect of management and reliability engineering decisions. It can also be used as a training tool for project managers. The discrete event implementation is more detailed and therefore more applicable to project tracking and control. In this paper the structure of the system dynamics model is presented. The use of the discrete event model to construct a software reliability prediction model for an army project, the Crusader, is described in detail.
Organizations interested in improving their process performance face two key questions:•What is the best approach for making decisions about process changes?•How can the risk associated with potential process alternatives be assessed?Quantitative process analysis tools are being developed by Northrop Grumman's Surveillance and Battle Management Systems (SBMS Melbourne, Florida) and Portland State University, under sponsorship of the Software Engineering Research Center (SERC). These tools consist of stochastic simulation models of the software development process. The stochastic/analytic portions of the models provide a quantitative understanding of the current process and provide a mechanism for the quantitative analysis of proposed process change alternatives prior to implementation. The use of simulation models also supports a quantitative assessment of risk or uncertainty associated with process change alternatives. For Northrop Grumman's SBMS Melbourne site, the use of software process simulation is a key part of the company's strategy for achieving a higher software development process capability and moving to Levels 4 and 5 of the Capability Maturity Model (CMM)™. 3 This paper provides a brief background on alternative quantitative approaches, describes the model currently being utilized by the SBMS Melbourne site, and provides an example of its use in analyzing a potential process change.
Learning involves the integration of new information into existing knowledge. Generating explanations to oneself (self-explaining) facilitates that integration process. Previously, self-explanation has been shown to improve the acquisition of problem-solving skills when studying worked-out examples. This study extends that finding, showing that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text. Without any extensive training, 14 eighth-grade students were merely asked to self-explain after reading each line of a passage on the human circulatory system. Ten students in the control group read the same text twice, but were not prompted to self-explain. All of the students were tested for their circulatory system knowledge before and after reading the text. The prompted group had a greater gain from the pretest to the posttest. Moreover, prompted students who generated a large number of self-explanations (the high explainers) learned with greater understanding than low explainers. Understanding was assessed by answering very complex questions and inducing the function of a component when it was only implicitly stated. Understanding was further captured by a mental model analysis of the self-explanation protocols. High explainers all achieved the correct mental model of the circulatory system, whereas many of the unprompted students as well as the low explainers did not. Three processing characteristics of self-explaining are considered as reasons for the gains in deeper understanding.
In this paper, we propose a new model for software projects and an estimation method for the quality, cost and delivery date. The new model consists of Project model and Process model. Project model focuses on three key components: activity, product and developer of the project. Process model includes a set of Activity models, each of which specifies design, coding, review, test, and debug activities respectively using GSPN. Moreover, the new model can take the influence of human factors into account by introducing the concept of ''workload''. Next, we develop a simulator which supports description of the target process, executes the process described by activity model and analyses the simulation results statistically. Then, we apply the simulator to real software projects at certain organization and compare the estimated values with actual data. The experimental results show the applicability of the proposed simulator to manage real software project in the future.
Software engineering students should carry out projects requiring them to work in groups, develop requirements documents, and design a system employing object-oriented techniques. To help determine what other project features to require in the limited time of a single semester, we asked software professionals with leadership roles to rank several possible project requirements according to their value for students' professional development. The features were ranked as follows, from most to least important: working with real users; developing a working prototype; completing a running system; and writing a formal verification and validation report. The results show that the area of user and client communication is seen as most crucial
This article reviews the literature that compares the instructional effectiveness of games to conventional classroom instruction. Studies dealing with empirical research rather than teachers'judgments are reviewed. Published reviews of research in English dating from 1963 to 1984 were examined and the literature was searched for studies from 1984 to 1991. Of the 67 studies considered over a period of 28 years, 38 show no difference between games and conventional instruction; 22 favor games; 5 favor games, but their controls are questionable; and 3 favor conventional instruction. Results for social sciences, math, language arts, logic physics, biology, retention over time, and interest are examined. Math is the subject area with the greatest percentage of results favoring games, but only eight studies have adequate controls. Thirty-three out of 46 social science games/simulations show no difference between games/simulations and classroom instruction. The authors conclude that subject matter areas where very specific content can be targeted are more likely to show beneficial effects for gaming.
Team-based project courses are commonly used to provide students
with an opportunity to apply concepts of software engineering practice
and process to realistic development efforts. However, these projects
may be limited in duration due to curricular constraints or lacking in
continuity because of turnover in student teams. Previous reports have
suggested a number of ways that these problems can be mitigated. The
paper describes experience with an implementation of an old idea, that
of a software development laboratory in which student teams work for
extended periods on large-scale, ongoing projects in the context of a
standardized and evolving development process
Our experience shows that a typical industrial project can enhance
software engineering research and bring theories to life. The University
of Kentucky (UK) is in the initial phase of developing a software
engineering curriculum. The first course, a graduate-level survey of
software engineering, strongly emphasized quality engineering. assisted
by the UK clinic, the students undertook a project to develop a
phenylalanine milligram tracker. It helps phenylketonuria (PKU)
sufferers to monitor their diet as well as assists PKU researchers to
collect data. The project was also used as an informal experimental
study. The applied project approach to teaching software engineering
appears to be successful thus far. The approach taught many important
software and quality engineering principles to inexperienced graduate
students in an accurately simulated industrial development environment.
It resulted in the development of a framework for describing and
evaluating such a real-world project, including evaluation of the notion
of a user advocate. It also resulted in interesting experimental trends,
though based on a very small sample. Specifically, estimation skills
seem to improve over time and function point estimation may be more
accurate than LOC estimation
Simulation is frequently used for training in many application
areas like aviation and economics, but not in software engineering. We
present the SESAM project which focuses on software engineering
education using simulation. In the SESAM project a simulator was
developed. Using this simulator, a student can take the role of a
software project manager. The simulated software project can be finished
within a couple of hours because it is simulated in
“quick-motion” mode. The background and goals of the SESAM
project are presented. A new simulation model, the so called QA model,
is introduced. The model behavior is demonstrated by investigating and
comparing different strategies for software development. The results of
experiments based on the QA model are reported. Finally, conclusions are
drawn from the experiments and future work is outlined
This paper presents a collection of experience related to success factors in graduate and postgraduate education. The experiences are mainly concerned with how to make the education relevant from an industrial viewpoint. This is emphasized as a key issue in software engineering education and research, since the main objective is to give the students a good basis for large-scale software development in an industrial environment. The presentation is divided into experiences at the graduate and postgraduate levels respectively. For each level a number of strategies to achieve industrial relevance are presented. These strategies have been successful, but it is concluded that more can be done regarding industrial collaboration in the planning and conduction of experiments and case studies. Another interesting strategy for the future is a special postgraduate programme for people employed in industry
In this experience report we present our recently introduced
software engineering curriculum, which focuses on multi-semester,
interlaced projects. Our curriculum aims at a very application-oriented
education in order to bridge the gap between studentship and
professional employeeship. We explain our structure of the curriculum
and its support of real, external projects. Sample projects are
discussed and our conclusions are presented showing how software
engineering as a science and as a profession can benefit from teaching
it by real-life projects. One interesting aspect might be the comparison
of our Austrian (and European) situation and results with the situation
in Canada and the U.S.A
A dynamic simulation model of an inspection-based software lifecycle process has been developed to support quantitative process evaluation. The model serves to examine the effects of inspection practices on cost, scheduling and quality throughout the lifecycle. It uses system dynamics to model the interrelated flows of tasks, errors and personnel throughout different development phases and is calibrated to industrial data. If extends previous software project dynamics research by examining an inspection-based process with an original model, integrating it with a knowledge-based method for risk assessment and cost estimation, and using an alternative modeling platform. While specific enough to investigate inspection practices, it is sufficiently general to incorporate changes for other phenomena. It demonstrates the effects of performing inspections or not, the effectiveness of varied inspection policies, and the effects of other managerial policies such as manpower allocation. The results of testing indicate a valid model that can be used for process evaluation and project planning, and can serve as a framework for incorporating other dynamic process factors
Based on actual experience, we present an innovative teaching method for software development in distributed multi-disciplinary environments similar to those found in industry Based on actual experience, we present an innovative teaching method for software development in distributed multi-disciplinary environments similar to those found in industry. The case study describes a project developed by teams of students from multiple departments and universities. The process used and lessons learned are reported.
Lockheed Martin's C-130J Avionics/Software Integrated Product Team (IPT) creates software that runs a wide variety of systems on the C-130J aircraft. This team develops embedded safety-critical real-time air vehicle software and a ground-based data analysis system for aircraft analysis. The IPT operates within the infrastructure of the C-130J Software Factory, which consists of Sun workstations and PCs networked to Web servers, a configuration management server, an aircraft simulator implemented in software, and laboratories are composed of the aircraft's hardware mounted in equipment racks for easy access. The article discusses the IPT's diverse education and training needs, focusing on how to address shortfalls in conventional computer science and engineering education that result in mismatched expectations between the new hire and the company.
A significant factor in the success of a software project is the management skill of the project leader. The ability to effectively plan and track a software project utilizing appropriate techniques and tools requires training, mentoring, and experience. This paper describes a collaborative effort between Arizona State University and Motorola University to develop a software project management training course. Although many such courses exist in academia and industry, this course incorporates a system dynamics simulator of the software development process. The use of this simulator to train future software project managers is analogous to the use of a flight simulator to train pilots. This paper describes the software project simulator and how it is utilized in the software project management training course. Feedback from the training course participants is also shared and discussed.
The use of a semester-long project to apply theoretical knowledge and provide "handson " experience has long been a staple of software engineering courses. Our experience shows that a typical industrial project can also enhance software engineering research and bring theories to life. The University of Kentucky (UK) is in the initial phase of developing a software engineering curriculum. The first course, a graduate-level survey of Software Engineering, strongly emphasized quality engineering. Assisted by the UK Clinic (part of the UK Medical School), the students undertook a project to develop a phenylalanine milligram tracker. It helps phenylketonuria (PKU) sufferers to monitor their diet as well as assists PKU researchers to collect data. The project was also used as an informal experimental study. The applied project approach to teaching software engineering appears to be successful thus far. The approach taught many important software and quality engineering principles to inexperienced graduate students in an accurately simulated industrial development environment. It resulted in the development of a framework for describing and evaluating such a real-world project, including evaluation of the notion of a user advocate. It also resulted in interesting experimental trends, though based on a very small sample. Specifically, estimation skills seem to improve over time (with as little as one experience) and function point estimation may be more accurate than LOC estimation.
This paper presents a collection of experiences related to success factors in graduate and postgraduate education. The experiences are mostly concerned with how to make the education relevant from an industrial viewpoint. This is emphasized as a key issue in software engineering education and research, since the main objective is to give the students a good basis for largescale software development in an industrial environment. The presentation is divided into experiences at the graduate and postgraduate levels respectively. For each level a number of strategies to achieve industrial relevance are presented. These strategies have been successful, but it is concluded that more can be done regarding industrial collaboration in the planning and conduction of experiments and case studies. Another interesting strategy for the future is a special postgraduate programme for people employed in industry.
Many software process methods and tools presuppose the existence of a formal model of a process. Unfortunately, developing a formal model for an on-going, complex process can be difficult, costly, and error prone. This presents a practical barrier to the adoption of process technologies, which would be lowered by automated assistance in creating formal models. To this end, we have developed a data analysis technique that we term process discovery. Under this technique, data describing process events are first captured from an on-going process and then used to generate a formal model of the behavior of that process. In this article we describe a Markov method that we developed specifically for process discovery, as well as describe two additional methods that we adopted from other domains and augmented for our purposes. The three methods range from the purely algorithmic to the purely statistical. We compare the methods and discuss their application in an industrial case study.
This paper describes three methods for process discovery that we have developed, implemented, and applied in an industrial case study. These methods span the range from purely algorithmic, to algorithmic and statistical, to purely statistical (neural net). We show that not only is process discovery possible, it is practical and effective in real-world situations. c fl 1996 Jonathan E. Cook and Alexander L. Wolf This work was supported in part by the National Science Foundation under grant CCR-93-02739 and the Air Force Material Command, Rome Laboratory, and the Advanced Research Projects Agency under Contract Number F3060294 -C-0253. The content of the information does not necessarily reflect the position or the policy of the Government and no official endorsement should be inferred. 1 Introduction
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Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge Teaching distributed multidisciplinary software development
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