Ball Point Game: Playing or Learning Agile Project Management?
Gespeichert in:
| Titel: | Ball Point Game: Playing or Learning Agile Project Management? |
|---|---|
| Autoren: | Fioravanti, Maria Lydia, Nunes Avellar, Gustavo Martins, Oliveira Romeiro, Bruna, Goncalves Rezende, Bruna, Francine Barbosa, Ellen, Moreno Sánchez-Capuchino, Ana María |
| Quelle: | IEEE Access, ISSN 2169-3536, 2025-01-01, Vol. 13 Archivo Digital UPM Universidad Politécnica de Madrid IEEE Access, Vol 13, Pp 135-148 (2025) |
| Verlagsinformationen: | Institute of Electrical and Electronics Engineers (IEEE), 2025. |
| Publikationsjahr: | 2025 |
| Schlagwörter: | Experiential learning, Informática, Skills development, experiential learning, Software engineering education, Educación, Case study, TK1-9971, case study, educational game, Educational game, Empirical evaluation, Agile project management, Electrical engineering. Electronics. Nuclear engineering, Agile software development, empirical evaluation, Agile management education |
| Beschreibung: | Agile project management has become essential in modern enterprises, particularly in the software industry, due to its flexibility and adaptability. This paper presents an empirical evaluation of the Ball Point Game (BPG), a non-digital serious game designed to teach Agile project management principles. The evaluation is based on three case studies conducted with undergraduate students at the University of S & atilde;o Paulo, aiming to explore the following aspects: ability to compare traditional methods and Agile methods; educational effectiveness, particularly regarding player experience and perceived learning; and skills development or improvement. The results indicate that the BPG effectively allows students to properly understand the pros and cons of Agile methodologies, fosters essential project management skills, and provides a positive and engaging learning experience. The BPG proved to be an effective tool for experiential learning by allowing students to go through all stages of the experiential learning cycle. This approach not only made learning more engaging, but also helped students develop essential skills for Agile project management. The study highlights the potential of educational games to bridge the gap between theoretical knowledge and hands-on activities, making them valuable tools in Agile management education. Our work has as novel element the integration of both game-based learning and experience-based learning approaches to teach Agile project management. |
| Publikationsart: | Article |
| Dateibeschreibung: | application/pdf |
| ISSN: | 2169-3536 |
| DOI: | 10.1109/access.2024.3521237 |
| Zugangs-URL: | https://oa.upm.es/89307/ https://doaj.org/article/a82cd089b27e4ba3a5218ca3d2d4abf7 |
| Rights: | CC BY |
| Dokumentencode: | edsair.doi.dedup.....6235890c7583c9a7af70a9259d95def1 |
| Datenbank: | OpenAIRE |
Full Text Finder 
Nájsť tento článok vo Web of Science | Abstract: | Agile project management has become essential in modern enterprises, particularly in the software industry, due to its flexibility and adaptability. This paper presents an empirical evaluation of the Ball Point Game (BPG), a non-digital serious game designed to teach Agile project management principles. The evaluation is based on three case studies conducted with undergraduate students at the University of S & atilde;o Paulo, aiming to explore the following aspects: ability to compare traditional methods and Agile methods; educational effectiveness, particularly regarding player experience and perceived learning; and skills development or improvement. The results indicate that the BPG effectively allows students to properly understand the pros and cons of Agile methodologies, fosters essential project management skills, and provides a positive and engaging learning experience. The BPG proved to be an effective tool for experiential learning by allowing students to go through all stages of the experiential learning cycle. This approach not only made learning more engaging, but also helped students develop essential skills for Agile project management. The study highlights the potential of educational games to bridge the gap between theoretical knowledge and hands-on activities, making them valuable tools in Agile management education. Our work has as novel element the integration of both game-based learning and experience-based learning approaches to teach Agile project management. |
|---|---|
| ISSN: | 21693536 |
| DOI: | 10.1109/access.2024.3521237 |