Design and Development of a Serious Game for the Teaching of Requirements Elicitation and Analysis

Ibrahim, Zailani; Soo, Mei Chia; Soo, Mei Teng; Aris, Hazleen

doi:10.1109/tale48000.2019.9225987

Cited by 7 publications

(5 citation statements)

References 10 publications

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“…This is possibly because of the widespread development of serious games in relation to more easily applicable topics where this may be exacerbated by the fact that abstract topics are difficult to teach in general but have to be particularly well planned in a serious game. Ibrahim et al, (2019) were randomly divided into an experimental and control group. The experimental group utilised the game while the control group utilised a traditional teaching approach.…”

Section: Previous Games On Requirements Collection and Elicitationmentioning

confidence: 99%

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Development of a 3D Immersive Game for Games and Systems Requirements Capture

Hainey

2023

ECGBL

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Requirements collection and elicitation is generally recognised as an abstract and complicated area with a reputation of being underdeveloped in computing and games development graduates. It is a necessary component of computing programmes on all sides of the curriculum including software engineering, information systems and games development. One highly problematic factor is the differences between general functional software and a serious game for educational purposes and while both can be classed as software, they have entirely different purposes. Games-based learning applications have been developed for teaching requirements collection where the focus has been on gathering requirements for a software system and this has proven to be effective in some respects. This paper will focus on the development of a 3D immersive serious game for gathering the requirements for a game for entertainment and for learning. The development of the game will be informed by the creation of a serious games’ development model taking into account: learning outcomes, pedagogical content integration, general content integration in relation to graphical assets for appropriate realism and immersion, scaffolding and support mechanisms and assessment integration in relation to assessment mechanisms. Case studies will be discussed for the 3D immersive game in relation to fitness for purpose in relation to an entertainment and a serious game and compared and contrasted. The developed game will be evaluated by subject matter experts to ascertain its levels of effectiveness for gathering requirements for an entertainment game and for a serious game.

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Section: Previous Games On Requirements Collection and Elicitationmentioning

confidence: 99%

“…discovered,Ibrahim et al, (2019) linked learning objectives to learning activity and the measurement to ascertain if learning had occurred. Table2presents these learning outcomes linked to measurements and game activity.…”

mentioning

confidence: 99%

Development of a 3D Immersive Game for Games and Systems Requirements Capture

Hainey

2023

ECGBL

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“…As the elicitation method, interviewing is employed in the game, where students must choose from a pre‐loaded set of questions and answers. A similar three‐dimensional (3D) serious game was developed in Ibrahim et al, 27 where the game's design decisions are built based on learning objectives of the requirements elicitation process.…”

Section: Related Workmentioning

confidence: 99%

RoboREIT: An interactive robotic tutor with instructive feedback component for requirements elicitation interview training

Görer,

Aydemir

2023

J Software Evolu Process

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Interviewing stakeholders is the most popular technique for eliciting requirements. The success of an interview depends on the interviewer's theoretical knowledge, preparedness, and communication skills. Practice interviews allow students to apply their knowledge and improve their skills through experience. This practical training is resource‐intensive, requiring the time and effort of a stakeholder for each student, which may not be feasible for a large number of students. This paper introduces RoboREIT, an interactive Robotic tutor for Requirements Elicitation Interview Training. RoboREIT addresses the scalability problem of practice sessions with a robotic tutor acting as a stakeholder during the interview and providing feedback after the interview. We performed an exploratory user study to evaluate RoboREIT and demonstrate its applicability in requirements elicitation interview training. The quantitative and qualitative analyses of the users' responses reveal the appreciation of RoboREIT. Our study is the first in the literature that utilizes a social robot in requirements elicitation interview education. RoboREIT's design incorporates replaying faulty interview stages and allows the student to learn from mistakes by a second time practicing. All participants praised the feedback component, which is not present in the state of the art, for being helpful in identifying the mistakes. A favorable response rate of 81% for the system's usefulness indicates the positive perception of the participants.

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“…Past studies have also shown concordance with gamified learning for the requirement elicitation process for students. 68 • The research work conducted by Knauss et al 73 focused on building a digital serious game for elicitation gathering to increase students' ability to understand stakeholders' needs and requirements. For this purpose, they collected the game's content from lectures on real-world situations.…”

Section: Literature Reviewmentioning

confidence: 99%

Gamifying requirements: An empirical analysis of game‐based technique for novices

Yasin,

Fatima,

JiangBin

et al. 2023

J Software Evolu Process

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Requirements elicitation is a process that involves gathering requirements for a given project. Several studies have been published suggesting strategies to improve the requirements gathering process. Using game‐based and crowd‐based approaches, researchers are extracting requirements that are useful for product development today. This study follows the same line of research. This research study aims to improve the understanding of the requirements gathering process by novices or students through different activities: (I) knowledge of requirements gathering method and (II) techniques or activities viable for software requirements (education). Important methods used to address the above objectives are as follows: (I) a comprehensive review of the literature to understand requirements gathering; (II) designing an activity to embed RE challenges and RE sub‐activities; and (III) experiment, survey, and observation to collect data and to assess the proposed methods' effectiveness. The suggested activity for requirement gathering is based on the game tic‐tac‐toe. The participants suggest that the design of the activity is helpful in brainstorming and is also valuable for identifying requirements; moreover, a post questionnaire has been designed to determine the learning of the participants regarding the proposed activity. We can observe simply from the coefficients that both skills and challenges (as perceived by the participants) have positive impacts on engagement, immersion, and perceived learning. The proposed activity helps novices or students gain (basic) knowledge of the requirements gathering process/technique; the outlined activity can be a way of learning requirements and gathering knowledge (basic). From this study, we conclude that the proposed activity has positive results and is helpful for participants to get a better understanding of the requirements engineering method(s).

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Design and Development of a Serious Game for the Teaching of Requirements Elicitation and Analysis

Cited by 7 publications

References 10 publications

Development of a 3D Immersive Game for Games and Systems Requirements Capture

Development of a 3D Immersive Game for Games and Systems Requirements Capture

RoboREIT: An interactive robotic tutor with instructive feedback component for requirements elicitation interview training

Gamifying requirements: An empirical analysis of game‐based technique for novices

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