Use of role-play and gamification in a software project course

Maxim, Bruce R.; Brunvand, Stein; Decker, Adrienne

doi:10.1109/fie.2017.8190501

Cited by 17 publications

(5 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furturemore, role-play is also being used as a teaching method in system development courses. For instance, Moroz-Lapin and Maxim [33,34] asked students to act as potential users of a system to enhance their understanding of the requirements as well as the use of the system. In addition, Stokoe used role-play for communication skills training across a number of workplace settings [48].…”

Section: The Use Of Role-play Methodsmentioning

confidence: 99%

Typist Experiment: an Investigation of Human-to-Human Dictation via Role-play to Inform Voice-based Text Authoring

Liu

Feng

et al. 2022

Proc. ACM Hum.-Comput. Interact.

View full text Add to dashboard Cite

Voice dictation is increasingly used for text entry, especially in mobile scenarios. However, the speech-based experience gets disrupted when users must go back to a screen and keyboard to review and edit the text. While existing dictation systems focus on improving transcription and error correction, little is known about how to support speech input for the entire text creation process, including composition, reviewing and editing. We conducted an experiment in which ten pairs of participants took on the roles of authors and typists to work on a text authoring task. By analysing the natural language patterns of both authors and typists, we identified new challenges and opportunities for the design of future dictation interfaces, including the ambiguity of human dictation, the differences between audio-only and with screen, and various passive and active assistance that can potentially be provided by future systems.

show abstract

Section: The Use Of Role-play Methodsmentioning

confidence: 99%

Typist Experiment: an Investigation of Human-to-Human Dictation via Role-play to Inform Voice-based Text Authoring

Liu

Feng

et al. 2022

Proc. ACM Hum.-Comput. Interact.

View full text Add to dashboard Cite

show abstract

“…In their work, Maxim et al [2017] also simulated the experience of working in a software industry environment at a game development studio. Additionally, they combined a Role-Play approach with a gamification framework to reward students for correctly applying the process's steps.…”

Section: Related Workmentioning

confidence: 99%

“…The aforementioned works [Zowghi and Paryani, 2003;Al-Ani and Yusop, 2004;Sindre, 2005;Portugal et al, 2016;Svensson and Regnell, 2017;Mitri et al, 2017;Maxim et al, 2017] indicate that the Role-Play technique is usually generally with better results in developing Requirements Engineering technical and soft skills when combined with strategies reinforcing student engagement, such as using real problems and gamification.…”

Section: Related Workmentioning

confidence: 99%

Building soft skills through a role-play based approach for Requirements Engineering remote education

Macedo,

Fontão,

Gadelha

2024

JBCS

View full text Add to dashboard Cite

Teaching Requirements Engineering requires adopting pedagogical techniques to develop students' technical skills for identifying users' needs and designing software solutions. Additionally, since requirements engineering involves group work, students must cultivate social skills such as communication, empathy, and conflict resolution. In remote learning scenarios, developing these skills becomes more challenging due to limited interaction. To address these needs, this paper proposes adapting a project-based collaborative learning approach for remote education that combines Role-Play and Send-a-Problem learning techniques. In this approach, students collaborate on software projects in teams, assuming two roles: customers and software developers. We evaluated this approach during two cycles of Action Research, conducted remotely in two disciplines of a Software Engineering undergraduate course involving advanced and beginner students, respectively. In the advanced students' class, we observed that the methodology enhanced communication skills, analytical reasoning, conflict resolution, and empathy. To validate these results, we conducted a new study with beginning students, achieving positive outcomes despite the need for more support in team communication. As our primary contribution, we provide guidelines for implementing this collaborative learning approach online.

show abstract

“…[68] provided an experimentally proven comparison between gamification and traditional educational approaches depicting the pros of gamification in PME. [68], [71], presented that the rewards like points, scores, levels can be of great assistance in motivating students towards working on difficult projects.…”

Section: Rq4) What Is the Impact Of Gamification To Improve The Pme P...mentioning

confidence: 99%

Blended Learning Models, Curricula, and Gamification in Project Management Education

et al. 2022

View full text Add to dashboard Cite

Project management learning involves realization of the project management's knowledge areas, familiarity with advanced tools as well as developing abilities like critical thinking and decision-making. The majority of inexperienced project managers struggle to achieve these essential skills. Teaching project management is sometimes difficult due to the involvement of practical implementation along with delivering the theoretical concepts. The subject has been explored in a variety of ways by the research community covering the improvisations in teaching methodologies and curricula as well as the applications of alternative approaches such as blended learning and gamification. This article presents the review of the state-of-the-art research in project management education by carefully reviewing the selected research articles published between 2015 and 2022. The primary goal of this study is to summarize the impact of blended learning, curriculum and gamification in project management education by examining the empirically verified research. The key findings represent that "evaluation research" and "solution proposal" are the two most used research categories. Furthermore, this study proposes a taxonomy, which is designed to summarize the fundamental components of blended learning along with their advantages. Moreover, the challenges and gaps as open issues are also presented in the area of project management education. Additionally, this research suggests a project centric model to enhance the learning outcomes of project management courses and provides guidelines for instructors to improve the blended learning and gamification experience for students of project management courses. Finally, the prospects of future research have been offered to the fellow researchers and practitioners engaged in project management education.

show abstract

Use of role-play and gamification in a software project course

Cited by 17 publications

References 25 publications

Typist Experiment: an Investigation of Human-to-Human Dictation via Role-play to Inform Voice-based Text Authoring

Typist Experiment: an Investigation of Human-to-Human Dictation via Role-play to Inform Voice-based Text Authoring

Building soft skills through a role-play based approach for Requirements Engineering remote education

Blended Learning Models, Curricula, and Gamification in Project Management Education

Contact Info

Product

Resources

About