Learning Risk Management in Software Projects with a Serious Game Based on Intelligent Agents and Fuzzy Systems

Oliveira, Carlos; Cintra, Marcos E.; Neto, Francisco Milton Mendes

doi:10.2991/eusflat.2013.123

Cited by 10 publications

(5 citation statements)

References 14 publications

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“…eRiskGame (Oliveira, Cintra, & Neto, 2013) aims at improving the learning process of risk management in software projects. It provides a richer gameplay, relying on intelligent agents and fuzzy systems that store expert knowledge in fuzzy rule bases.…”

Section: Serious Games For Teaching Risk Managementmentioning

confidence: 99%

Games Ready to Use: A Serious Game for Teaching Natural Risk Management

Taillandier

Adam

2018

Simulation & Gaming

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Risk management has become an essential skill for civil engineers. Teaching risk management to engineering students is therefore crucial, but is also challenging: it looks too abstract to students, and practical works are complex and expensive to organise. It also involves interconnected mechanisms coupling human and technical aspects, that are difficult to explain. In order to support risk management teaching, we propose SPRITE, an agent-based serious game using a concrete case study which is exemplary in terms of risk management: the coastal floods on the Oleron Island (France). SPRITE places the player (student) in the role of a local councillor of the Oleron Island, who must ensure the safety and well-being of the island residents, while maximising performance w.r.t. economic and environmental issues, in a context of coastal flood risk. SPRITE is the central piece of a pedagogical sequence which is actually used in risk management courses at Bordeaux University. This paper describes the SPRITE serious game and the underlying agent-based model, and reports on some lessons learnt from its use in a risk management course. Keywords: Serious game, risk management teaching, ABMS share the same case-study, their approach and purpose are completely different. LittoSIM is more realistic and more complex than SPRITE, because it is intended for local authorities, who have a strong knowledge of the Oleron territory. It was not designed for teaching, but to make experts reflect on their strategy for the Island. The difference of target player and objectives led to different modeling and game design choices, making the two models very different. In particular they differ on the available player actions, the user interface, the game rules and objectives, the simulation mechanisms and level of realism, etc. This paper is structured as follows: Section 2 briefly discusses some literature about the use of serious games for teaching in general, and teaching risk management in particular. Section 3 introduces our case study (the coastal flood risk on the Oleron island) and the SPRITE conceptual agent-based model, designed to raise awareness about that risk. Section 4 describes the serious game based on this model, its game design and its implementation. Section 5 introduces the methodology and first results of our evaluation of the use of SPRITE for teaching risk management. Finally, Section 6 concludes and discusses future prospects.

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Section: Serious Games For Teaching Risk Managementmentioning

confidence: 99%

Games Ready to Use: A Serious Game for Teaching Natural Risk Management

Taillandier

Adam

2018

Simulation & Gaming

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“…Ideally, PMCs should be aligned to PBL and related pedagogical philosophies but this is not always the case [19,49]. When students get exposed to Problem-Based Learning in Software Engineering education in basic PMCs, the problems tend to be adapted and simplified, and often linked to "pre-fabricated" solutions [44,52], or extensive real-client projects that are likely to overload students with technical issues [10,31], and students perceive that they are not exposed to "real" project management [34].…”

Section: Teaching Software Engineering and Software Project Managementmentioning

confidence: 99%

“…Serious Games have been used to illustrate software project management [47,48], software development processes [2,3,5,21,43,52,53], to teach Risk Management in Software Engineering Projects e.g., [44,55], to introduce the usage of Kanban or Scrum in Software Engineering Projects e.g., [18,22,45], to introduce Requirements Engineering, e.g., [21,29] or to illustrate the particularities of Global Software Engineering e.g., [54,56].…”

Section: Games In Software Engineering Educationmentioning

confidence: 99%

“…Research Questions RQ1 lrn learning (84), spj software project (70), rea realism (55), l-3 experience (51), thr theory (44) lrn learning (22), spj software project (15), rea realism (14), thr theory (13), unc uncertainty (12) RQ2 spj software project (50), thr theory (35), agl agile (31), plf project lifecycle (28), rea realism (23) spj software project (10), thr theory (10), unc uncertainty (10), rea realism (7), agl agile (…”

Section: Formative Assessmentmentioning

confidence: 99%

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Experiential Learning Approach for Software Engineering Courses at Higher Education Level

Gonzalez-Huerta,

Molleri,

Šablis

et al. 2020

Preprint

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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.

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“…Cavus [122], which is a web-based system to aid in the evaluation of learning management systems; eRiskGame [123], which is used as a support teaching tool in software engineering courses; VirtualLab [124] and FEUP [125], which are aimed at teaching fuzzy control; EDUrobot [126], which facilitates the understanding of mobile robotics; FIRS-trainer [127], which focuses on courses related to fuzzy information retrieval systems; etc.…”

Section: J Fuzzy Systems Software For Educational Purposesmentioning

confidence: 99%

A Survey of Fuzzy Systems Software: Taxonomy, Current Research Trends, and Prospects

Alcalá‐Fdez

Alonso

2016

IEEE Trans. Fuzzy Syst.

100

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Fuzzy systems have been used widely thanks to their ability to successfully solve a wide range of problems in different application fields. However, their replication and application requires a high level of knowledge and experience. Furthermore, few researchers publish the software and/or source code associated with their proposals, which is a major obstacle to scientific progress in other disciplines and in industry. In recent years, most fuzzy system software has been developed in order to facilitate the use of fuzzy systems. Some software is commercially distributed but most software is available as free and open source software, reducing such obstacles and providing many advantages: quicker detection of errors, innovative applications, faster adoption of fuzzy systems, etc. In this paper, we present an overview of freely available and open source fuzzy systems software in order to provide a well-established framework that helps researchers to find existing proposals easily and to develop well founded future work. To accomplish this, we propose a twolevel taxonomy and we describe the main contributions related to each field. Moreover, we provide a snapshot of the status of the publications in this field according to the ISI Web of Knowledge. Finally, some considerations regarding recent trends and potential research directions are presented.

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Learning Risk Management in Software Projects with a Serious Game Based on Intelligent Agents and Fuzzy Systems

Cited by 10 publications

References 14 publications

Games Ready to Use: A Serious Game for Teaching Natural Risk Management

Games Ready to Use: A Serious Game for Teaching Natural Risk Management

Experiential Learning Approach for Software Engineering Courses at Higher Education Level

A Survey of Fuzzy Systems Software: Taxonomy, Current Research Trends, and Prospects

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