Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level

Hainey, Thomas; Connolly, Thomas; Stansfield, Mark; Boyle, Elizabeth

doi:10.1016/j.compedu.2010.09.008

Cited by 147 publications

(87 citation statements)

References 10 publications

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“…The majority of them includes student engagement (Auman, 2011;Hainey et al, 2011;Lin & Tu, 2012;Kikot et al, 2013;Lu et al, 2014;Ke et al, 2015), motivation Liao & Wang, 2011;Costa et al, 2014;Lukosch et al, 2016), and satisfaction (Cvetić et al, 2013;Dzeng, 2014;Lancaster, 2014;Sarabia-Cobo et al, 2016).…”

Section: Affective Outcomesmentioning

confidence: 99%

“…Hainey et al (2011) find the presence of a challenge to be the top ranked motivation for online game players, while recognition is the lowest ranked motivation regardless of gender or amount of players in the game. Gamers in a multiplayer environment tend to report competition, cooperation, recognition, fantasy and curiosity when playing games, while online players experience challenge, cooperation, recognition and control.…”

Section: Motivation and Engagementmentioning

confidence: 99%

“…Many reviewed studies discuss the impact of GBL activities in learner knowledge acquisition and conceptual understanding (Hainey et al, 2011;Connolly et al, 2012;Fu et al, 2016;Geithner & Menzel, 2016). There has been an impact evaluation across subject disciplines, such as Computer Science (Strycker, 2016), Engineering (Chaves et al, 2015), Physics (Adams, 2016), Medicine (Dankbaar, 2016), Nursing (Sarabia-Cobo, 2016), Management (Geithner & Menzel, 2016), Political Sciences (Jones & Bursens, 2015), Education (Ke, 2015), Languages (Franciosi, 2016), and Social Sciences (Cózar-Gutiérrez & Sáez-López, 2016).…”

Section: Cognitive Outcomesmentioning

confidence: 99%

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The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

428

265

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The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

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Section: Affective Outcomesmentioning

confidence: 99%

Section: Motivation and Engagementmentioning

confidence: 99%

Section: Cognitive Outcomesmentioning

confidence: 99%

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The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

428

265

View full text Add to dashboard Cite

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“…The results of the study showed significant knowledge gain for children as well as adults and significant changes in attitude and behavior scores for the adult participants (independent of the method used). Hainey, Connolly, Stansfield and Boyle (2011) presented a game about software engineering education, the basic idea of which was to manage and deliver a number of software development projects. In the game, each player had a specific role, such as project manager, systems analyst, systems designer, or team leader.…”

Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

“…For example, when the activity or learning experience can be autonomous without requiring monitoring by people (Ruchter, Klar and Geiger, 2010;Hainey, Connolly, Stansfield and Boyle, 2011) or for the evaluation of acquired knowledge (McDonald, 2002). Ruchter, Klar and Geiger (2010) developed an environmental education application called MobiNaG for a guided nature tour.…”

Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

142

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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Design and evaluation of a cognitive system to teach software change control

Chentouf

2015

Comp Applic In Engineering

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This article presents a cognitive agent‐based software tool for teaching software change control decisions. The tool simulates the cognitive processes of software professionals involved in the software change decision. It allows students to assess their reasoning in comparison with the agent's one. The experimental results proved that the proposed tool was well accepted by students. © 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:347–355, 2016; View this article online at http://www.wileyonlinelibrary.com/journal/cae; DOI

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Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level

Cited by 147 publications

References 10 publications

The effect of games and simulations on higher education: a systematic literature review

The effect of games and simulations on higher education: a systematic literature review

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Design and evaluation of a cognitive system to teach software change control

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