Is role playing in Requirements Engineering Education increasing learning outcome?

Requirements Engineering has attracted a great deal of attention from researchers and practitioners in recent years. This increasing interest requires academia to provide students with a solid foundation in the subject matter. In Requirements Engineering Education (REE), it is important to cover thr...

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Vydané v:Requirements engineering Ročník 22; číslo 4; s. 475 - 489
Hlavní autori: Svensson, Richard Berntsson, Regnell, Björn
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London Springer London 01.11.2017
Springer Nature B.V
Predmet:
Colleges & universities
Computer aided software engineering
Computer and Information Sciences
Computer Science
Data- och informationsvetenskap (Datateknik)
Educational Sciences
Empirical analysis
Engineering
Engineering education
Original Article
Pedagogik
Pedagogy
psychology
Quality
Requirements analysis
Requirements Engineering
Requirements Engineering Education
Role playing
Samhällsvetenskap
simulation games
Skills
Social Sciences
Software Engineering
student
Students
Utbildningsvetenskap
Requirements Engineering Education
Role playing
Requirements Engineering
ISSN:0947-3602, 1432-010X, 1432-010X
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Popis
Shrnutí:Requirements Engineering has attracted a great deal of attention from researchers and practitioners in recent years. This increasing interest requires academia to provide students with a solid foundation in the subject matter. In Requirements Engineering Education (REE), it is important to cover three fundamental topics: traditional analysis and modeling skills, interviewing skills for requirements elicitation, and writing skills for specifying requirements. REE papers report about using role playing as a pedagogical tool; however, there is a surprising lack of empirical evidence on its utility. In this paper we investigate whether a higher grade in a role playing project have an effect on students’ score in an individual written exam in a Requirements Engineering course. Data are collected from 412 students between the years of 2007 and 2014 at Lund University and Chalmers | University of Gothenburg. The results show that students who received a higher grade in the role playing project scored statistically significant higher in the written exam compared to the students with a lower role playing project grade.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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content type line 14
ISSN:0947-3602
1432-010X
1432-010X
DOI:10.1007/s00766-016-0248-4