Teaching Software Project Management using Simulations - The AMEISE Environment: from Concepts to&amp;#x0A0;&amp;#x0A0;Class Room Experience

Bollin, Andreas; Hochmüller, Elke; Samuelis, Ladislav

doi:10.1109/cseet.2012.33

Cited by 10 publications

(7 citation statements)

References 5 publications

(3 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This knowledge can be conceptual, factual, procedural, or meta-cognitive. Management related knowledge and skills such as project management are also included in this group [7,19,20,39,41]. Students should be able to see the relationships between various sets of knowledge (synthesize) and skills and not just acquire them.…”

Section: Essential Learning Requirementsmentioning

confidence: 98%

Systemic Requirements of a Software Engineering Learning Environment

Garg

Varma

2015

Proceedings of the 8th India Software Engineering Conference

View full text Add to dashboard Cite

Software Engineering (SE) educators worldwide are attempting to create learning environments that can effectively achieve their desired learning objectives. However, there exist additional needs that impact the learning process and the overall quality of a learning environment. We identified two sets of differentiating requirements, Climatic and Systemic, whose inclusion in design can assist in an effective, sustainable and usable SE learning environment. In this paper, we will describe the Systemic requirements, i.e. the desired system wide capabilities that impact the sustainability of a SE learning environment by affecting its operationalization and use in short and long term. We will also discuss, through few examples, the interactions between various differentiating requirements. Current SE course design and evaluation consider these as challenges to deal later, instead of addressing them through a conscientious design. Such courses find it hard to sustain and evolve with time, despite using powerful pedagogies.We intend to change this design approach by identifying and recording the various needs (as requirements) and their influence on the learning environment. Our aim is to draw attention to these differentiating requirements and help the educators look beyond learning objectives and move towards a more holistic and systematic design of SE learning environments.

show abstract

Section: Essential Learning Requirementsmentioning

confidence: 98%

Systemic Requirements of a Software Engineering Learning Environment

Garg

Varma

2015

Proceedings of the 8th India Software Engineering Conference

View full text Add to dashboard Cite

show abstract

“…A considerable repertoire of SGs for learning about SE topics have already been developed, with a focus on software project management (e.g., SimSE [49], SE RPG [12], SESAM [13], AMEISE [66], Sim JavaSP [75], Sim-Soft [72], XMED [10], Problems and Programmers [70], DELIVER [18], ProDec [67]) and software testing (e.g., U-Test [28], iTest Learning [60], iLearnTest [73]). However, these are sporadic attempts to deal with the difficulties of teaching SE subjects.…”

Section: Serious Gaming In Educational Contextsmentioning

confidence: 99%

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

Rodríguez

Caino

Resett

2021

Comp Applic In Engineering

View full text Add to dashboard Cite

Serious games (SGs) have emerged to improve the commitment and performance of user players, since they perform an exact mission, integrating with the game mechanics, thus creating a very attractive mission. In software engineering (SE), SGs have been addressed to increase the commitment of developers. Moreover, the use of SGs is of great interest to train and train future professionals to experience situations that they could face in software development. This study presents a multivocal literature review (MLR) to systematize and categorize the state-of-the-art of SGs for teaching Agile Methods. The MLR allowed software practitioners and teachers to identify cutting-edge methods for evaluating SGs, application domains in which the assessments were carried out, and the main features considered for assessing the educational benefits of SGs. For academics and professionals eager to test SGs in the training field of Agile Methods, the findings are helpful to (i) provide evidence regarding the usage of games in SE education, (ii) design game-based teaching/learning strategies, and (iii) offer a repertoire of tactics for assessing the use of SGs in SE courses. In conclusion, the knowledge collected was structured and classified to provide a response to our research questions, aimed at providing a summary of the key research in this area, as well as defining open issues in the field.

show abstract

“…Browsing the literature, it can be seen that an effort has already been made to produce serious games for learning about software engineering topics, focusing mainly on software project management (e.g., SimSE [16], SE RPG [17], PlayScrum [18], SESAM [19], AMEISE [20], Sim JavaSP [21], SimSoft [22], XMED [23], Problems and Programmers [24], DELIVER [25], ProDec [26]) and software testing (e.g., U-Test [27], iTest Learning [28], iLearnTest [29]). Nevertheless, these are, somewhat, isolated attempts to cope with the challenges behind teaching SE topics.…”

Section: Software Engineering Education and Serious Gamesmentioning

confidence: 99%

Teaching Software Engineering Topics Through Pedagogical Game Design Patterns: An Empirical Study

2020

View full text Add to dashboard Cite

Teaching software engineering in its many different forms using traditional teaching methods is difficult. Serious games can help overcome these challenges because they allow real situations to be simulated. However, the development of serious games is not easy and, although there are good practices for relating game design patterns to teaching techniques, there is no methodology to support its use in a specific context such as software engineering. This article presents a case study to validate a methodology that links the Learning and Teaching Functions (LTF) to the Game Design Patterns (PIB) in the context of Software Engineering Education. A serious game was developed from scratch using this methodology to teach software estimation (a specific topic of software engineering). An experiment was carried out to validate the effectiveness of the game by comparing the results of two different groups of students. The results indicate that the methodology can help to develop effective educational games on specific learning topics.

show abstract

Teaching Software Project Management using Simulations - The AMEISE Environment: from Concepts to  Class Room Experience

Cited by 10 publications

References 5 publications

Systemic Requirements of a Software Engineering Learning Environment

Systemic Requirements of a Software Engineering Learning Environment

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

Teaching Software Engineering Topics Through Pedagogical Game Design Patterns: An Empirical Study

Contact Info

Product

Resources

About