Serious games for teaching agile methods: A review of multivocal literature

Rodríguez, Guillermo; Caino, Pablo González; Resett, Santiago

doi:10.1002/cae.22430

Cited by 12 publications

(15 citation statements)

References 54 publications

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“…As described in Section 3, the experiment aimed to evaluate the viability of ES for training Agile in industrial practice. Similar to other studies in the field of educational games for Agile [30], this analysis investigated the potential for participant learning and discusses feedback regarding user reactions. To guide this evaluation, the study focused on the following two research questions (RQs): RQ1: Can principles of AHD be transferred to industry professionals with an ES? RQ2: How do participants react to the ES in terms of usability and user experience?…”

Section: Methodsmentioning

confidence: 99%

Teaching agile hardware development with an open‐source engineering simulator: An evaluation with industry participants

Omidvarkarjan

Hofelich

Conrad

et al. 2023

Comp Applic In Engineering

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Educational games are increasingly used to teach Agile development approaches to practitioners. Most of these training modules simplify the development environment, for example, by using LEGO bricks or playing cards. This oversimplification has been shown to result in limited transferability of learning to industrial practice. Furthermore, there is a lack of teaching modules that specifically address the challenges of applying Agile to physical products. In this paper, we present an open-source educational game that realistically simulates a hardware development project to teach Agile principles. Over 2 days, participants design, manufacture, and test modifications for a physical wire bending machine within an authentic engineering and production setting. The training mimics the typical roles, processes, and tools of industrial engineering teams to reflect the challenges of Agile hardware development. The module was evaluated with 44 industry professionals regarding perceived learning and user reaction. A combination of quantitative and qualitative methods was used for the experimental evaluation. The results showed a positive learning effect as the participants' average agreement with Agile principles increased through the training.Concerning user reaction, respondents reported a high degree of relevance, interaction, and confidence, indicating that the realistic simulation of the hardware development appropriately balanced the degree of realism with simplicity. The study showcases the opportunities of properly aligning game components to provoke learning situations targeted by the instructors. It contributes to the extant literature by providing a design framework (product, process, setting, and instruction) and open-source access to the tools used for implementation.

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Section: Methodsmentioning

confidence: 99%

Teaching agile hardware development with an open‐source engineering simulator: An evaluation with industry participants

Omidvarkarjan

Hofelich

Conrad

et al. 2023

Comp Applic In Engineering

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“…They also offer authentic and active training environments for healthcare personnel [52,77,99]. Serious games have also been used for software development education [49,89,92,113], business education [15,20,44,45], and language teaching [53,122].…”

Section: Serious Gamesmentioning

confidence: 99%

Serious games in future skills development: A systematic review of the design approaches

Gurbuz

Celik

2022

Comp Applic In Engineering

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Serious games offer a magnificent potential for developing future skills along with the 21st-century learning ecosystem. A close nexus between the design and effectiveness of serious games is still argued. In this regard, the current study provides a systematic literature review on serious game design approaches with a special focus on future skill development. A systematic review protocol, including planning, conducting, and reporting stages, is followed to comprehensively interpret the existing studies. Applying quality controls, 32 serious game studies which include a practical serious game design approach are selected. For providing a more systematic analysis, these approaches are then categorized based on the intended outcome of the serious game that the approach aims to facilitate. It is found that 8 (25%) of these design approaches support at least one future skills, among which problemsolving as well as collaboration and teamwork are the most commonly supported ones. It is also discovered that clear goals and interactivity, used in 6 (75%) and 5 (63%) of the 8 design approaches respectively, are the most commonly implemented game design elements. Considering the significant literature gap on the implementation of serious games for future skills development, this study consequently provides valuable insights for the game designers, software developers, educational technology researchers, and engineering educators in various domains.

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“…Although serious games have been widely used in different fields and domains [38], including education [39][40][41], healthcare personnel training [42][43][44], software development education [45,46], and business education [47][48][49], they are generally created with a specific (rigid) goal, purpose, or scenario. The development of games, including serious games, is a very laborious and demanding effort in terms of time and cost.…”

Section: Related Workmentioning

confidence: 99%

Moirai: A No-Code Virtual Serious Game Authoring Platform

et al. 2022

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Serious games, that is, games whose primary purpose is education and training, are gaining widespread popularity in higher education contexts and have been associated with increased learner memory retention, engagement, and motivation even among learners with special needs. Despite these benefits, serious games have fixed scenarios that cannot be easily modified, leading to predictable and dull experiences that can reduce user engagement. Therefore, there is a demand for tools that allow educators to create new modifications and customize serious game scenarios, and avoid the fixed-scenario problem and a one-size-fits-all approach. Here, we present and detail our novel virtual serious games authoring platform called Moirai, which uses a no-code approach to allow educators who may have limited (or no) prior programming experience to use a diagram-based interface to author and customize serious games focused on decision and communication skills development. We describe two case studies, each of which involved creating serious games for nursing education (one for mental health education and the other for internationally educated nurses). The usability of both games was qualitatively evaluated using the system usability scale (SUS) questionnaire and achieved above-average usability scores.

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Serious games for teaching agile methods: A review of multivocal literature

Cited by 12 publications

References 54 publications

Teaching agile hardware development with an open‐source engineering simulator: An evaluation with industry participants

Teaching agile hardware development with an open‐source engineering simulator: An evaluation with industry participants

Serious games in future skills development: A systematic review of the design approaches

Moirai: A No-Code Virtual Serious Game Authoring Platform

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