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Utilização de um RPG no Ensino de Gerenciamento e Processo de Desenvolvimento de Software
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The education on the software engineering discipline is based on the use of models that provides assistance to the management and development of software project. SERPG (Software EngineeringRole-playing Game) appears as a pedagogical proposal that intents to support the learning process through the simulation of software company environment, challenging the students with the activities and problems from the development process management. A classroom validation evidenced SERPG as a tool capable to minimize the gap between theory and practice in the learning process as well as being a stimulating resource. Resumo. O ensino da disciplina de engenharia de software é fundamentado na utilização de modelos que fornecem subsídios para o gerenciamento e desenvolvimento de um projeto de software. O SERPG (Software Engineering • Role-playing Game) surge como uma proposta pedagógica de apoio ao aprendizado através da simulação do ambiente de uma empresa de software, confrontando o acadêmico com as atividades e desafios do gerenciamento do processo de desenvolvimento. Uma validação em sala de aula evidenciou o SERPG como ferramenta capaz de minimizar a lacuna existente entre a teoria e a prática no aprendizado constituindo-se, também, em um agente motivador.
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... O trabalho de [Grando and Tarouco 2008] apresenta um estudo sobre estratégias dos diversos tipos de jogos educacionais para uma aprendizagem mais efetiva, comênfase nos jogos de RPG, citando suas características e potencialidades. [Barreto et al. 2008 . Para a instanciação do problema, design da solução e validação são propostas as respectivas atividades apresentadas na Tabela 1. ...
Este artigo apresenta uma pesquisa de doutorado em andamento que objetiva elaborar um framework para criação de jogos de RPG (Role-playing Game) para contribuir com o processo de ensino e aprendizagem de Engenharia de Software (ES). A inovação estará no processo de design do framework, que irá implementar o Design Socialmente Consciente (DSC), o qual possibilita um olhar social somado aos requisitos técnicos. Os métodos de pesquisa incluem pesquisa bibliográfica, oficinas de design semioparticipativo, prototipação e validação do protótipo com o público alvo. Espera-se contribuir com a ampliação da produção e aplicação de jogos no ensino e aprendizagem de ES bem como a disseminação do DSC.
... O SE•RPG 2.0 é uma ferramenta criada para simular um cenário de uma empresa fictícia que atua no ramo de desenvolvimento de software, através deste jogo o aluno atua dentro de um ambiente de desenvolvimento de software na qual precisam interagir durante todas as etapas com regras estabelecidas para que possam ir concretizando cada etapa a contento.(Benitti e Molléri, 2008).As regras do jogo compreende o cumprimento das mesmas fases de desenvolvimento de software de uma empresa real. A figura abaixo ilustra as quatro etapas básicas iniciando da esquerda para direita: ...
Na atualidade a educação por meio das instituições de ensino, professores, gestores
precisam acompanhar a evolução da tecnologias digitais e das novas metodologias de ensino almejando novas possibilidade de aprendizagem mais ativa aos alunos. Nesse sentido, o presente estudo objetiva demonstrar como é a percepção dos discentes quanto a utilização de jogos digitais baseado em Role Playing Game - RPG para o ensino de engenharia de software. Bem como demonstrar as vantagens do uso desta ferramenta através da presente pesquisa sobre a perspectiva dos alunos de
bacharelado em sistemas de informação da Faculdade do Pantanal – FAPAN em Cáceres
– MT. Para tanto, foi realizada uma pesquisa de exploratório, descritivo e bibliográfica enfocando a aplicação dos jogos digitais como ferramenta para apoiar o processo de ensino-aprendizagem e mais especificamente o software SE•RPG. Que é um jogo digital para ensinar conceitos de desenvolvimento e projetos de software e tem tido grande aceitação por parte da comunidade acadêmica que atua na disciplinas de engenharia
de software. Notadamente, pudemos observar que a utilização de jogos digitais educativos e mais especificamente o software SE•RPG podem contribuir e facilitar o aprendizado de conceitos abstratos, que possam simular a aplicação destes conceitos, desenvolvendo a autonomia, do processo de interação e cooperação do indivíduo, possibilitando uma melhor formação acadêmica e profissional.
... RCAG, SimSE and SERPG are digital games that simulate the software development process [3,12,19]. The interface provides a comprehensive view of different aspects of the development process, e.g. ...
Background: Software project management courses are becoming popular for teaching software engineering process models and methods. However, in order to be effective, this approach should be properly aligned to the learning outcomes. Common misalignments are caused by using a correct degree of realism or an appropriate instruction level.
Objective: To foster students to acquire knowledge (theoretical and practical) that enables them solving similar challenges to the ones they will face in real-world software projects.
Methods: We prototype and validate a legacy game that simulates the software development process. Students are required to plan and manage a software project according to its specification provided by the teachers. Teachers act as both customers and moderators, presenting the challenges and guiding the students' teamwork.
Results: Both students' and teachers' perception suggest that the proposed game has potential to motivate the knowledge acquisition through problem-solving. The feedback also suggests that some measures must be taken to ensure the pedagogical alignment and a fair game.
Conclusion: The lessons learned provide suggestions for adopting this or similar games in the context of project courses. As further work, we plan to describe and extend the game rules based on the results of this application.
... The group of researchers of the Applied Computer Science master degree program at UNIVALI has been developing and evaluating educational games (or serious games) to aid the learning of topics related to software engineering. In former research we have produced games for themes such as: (i) life cycle models (Benitti and Molléri, 2008), (ii) measurement of software quality (Wangenheim, Thiry and Kochanski, 2009), and (iii) software testing (Silva, 2010;Diniz, 2010). ...
The main focus of this chapter is to report studies that explain how to develop serious games and use them in teaching and learning. The focus has been on undergraduate teaching, experience with which the authors detail in this chapter related to the topic of Project Management. This contribution aims to share experiences and also to assess what has been done by proposing a set of recommendations for development and use of serious games in teaching practices in undergraduate education.
... No que diz respeito ao engajamento, segundo a TMS-SE um engenheiro motivado é um engenheiro engajado, conforme observado no jogo SE-RPG [1], em seu trabalho, o jogo foi executado em equipe contribuindo para engajamento entre os colegas. Já no trabalho [8], o iTestLearning é um jogo single-player (jogo para somente um jogador) onde é realizado um planejamento de teste de software a partir da especificação de projeto. ...
Abstract. The development of games for teaching software engineering disciplines has proven to be a quite successful instructional alternative. It is known, however, that the attractiveness of the games is highly associated with sophisticated social and psychological mechanisms. This article presents a systematic review conducted in 2008 WEI Annals to 2015, which shows that there is a significant convergence between the features of educational games in this literature and the Theory of Motivation and Satisfaction of Software
Engineers. Thus, this theory can serve as a basic mechanism for the conceptual design of even more attractive educational games in this area.
... The group of researchers of the Applied Computer Science master degree program at UNIVALI has been developing and evaluating educational games (or serious games) to aid the learning of topics related to software engineering. In former research we have produced games for themes such as: (i) life cycle models (Benitti and Molléri, 2008), (ii) measurement of software quality (Wangenheim, Thiry and Kochanski, 2009), and (iii) software testing (Silva, 2010; Diniz, 2010). Our motivation for using games as educational resources consider the following aspects: (i) dents in IT typically have affinity and knowledge related to games, their rules and challenges (Phelps, Egert and Bayliss, 2009), (ii) games allow to explore in classroom situations difficult to approach (budgets limits, time control, team management, etc. ...) (Gibson, Aldrich and Prensk, 2007 ); (iii) games promote an increase in motivation that can foster interest by the topic under study (Lawrence, 2004), and (iv) digital games allow to co-relate the subject to be taught with the game story bridging theory and praxis (Navarro and Hoek, 2005 ). ...
The main focus of this chapter is to report studies that explain how to develop serious games and use them in teaching and learning. The focus has been on undergraduate teaching, experience with which the authors detail in this chapter related to the topic of Project Management. This contribution aims to share experiences and also to assess what has been done by proposing a set of recommendations for development and use of serious games in teaching practices in undergraduate education.
Contribution: In this article, an experience applying three role-playing games in the context of an Entrepreneurship final project is presented, discussing the challenges, and the lessons learned. Background: Soft skills have been expounded repeatedly as a crucial factor to thrive in the workplace, as opposed to mere knowledge of content only, since the increasingly importance of practitioners being able to adapt to new situations. Also, soft skills have the ability to categorize specific career attribute which an individual has, such as team spirit, written and oral communication, leadership, teamwork, and problem-solving skills. Literature provides evidence of areas in which graduates most frequently do not meet industry expectations, including technical and also soft skills. Intended Outcomes: Considering the aforementioned scenario, an active learning strategy was adopted aiming to foster soft skills, particularly, oral communication, and negotiation in an Entrepreneurship course. Application Design: The course final project comprised the development of fictional business plans, their corresponding minimum viable products, and also negotiation rounds with fictional potential investors. Among the active learning strategies, role-playing games were chosen as they have shown to be useful in similar contexts. Findings: This experience shows that active strategies, especially role-playing games, support the development of soft skills and engage students as active participants in their learning process.
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.
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.
Abstract. In the literature there are several studies that report the experience with games to support the various disciplines of various courses. As a software engineering course is no different. In studies pointed in this work, practice combined with theory would be needed for a better understanding of the students. The games are then used to support the process of teaching and learning. However, for the games are well accepted by the students isnecessary to have motivation. In this research, we separate studies in the literature that contains experiments with games and we have made an analysis on the characteristics described in a motivational theory to software engineers.
Resumo. Este artigo relata a experiência adquirida com um método de ensino aplicado à disciplina Princípios de Engenharia de Software oferecida pela PUC- Rio aos alunos de Engenharia de Computação. O método visa despertar o interesse dos alunos em engenharia de software, apresentando os aspectos teóricos e oferecendo uma experiência prática da aplicação destes conceitos. Nesta experiência prática adotamos uma filosofia de desenvolvimento cooperativo, calcado no processo Extreme Programming (XP). Abstract. This paper presents our experience teaching Software Engineering. The proposed method aims to motivate the students in this discipline. We present the theoretical aspects and explore them in a study case. In this experience we use a cooperative development philosophy based on the Extreme Programming process (XP).
This paper presents a form of integration among Software Engineering (SE) courses in a Computer Science Undergraduate Programs, which is conducted thru a defined software process. The methodology promotes student interaction with SE concepts since the first course, uniting theoretical and practical approaches. The theory is applied through a software project development, which involves project management, metrics, analysis, project, implementation and tests. The methodology favors the work in teams and entails the integration between professors involved with SE courses.
A typical software engineering course consists of a series of lectures along with a small associated class project. Although this may seem like a logical approach, practical, didactic, and timing reasons necessarily lead to a lack of an in-depth treatment of the critical issues involved in the overall process of software engineering. This paper introduces and lays out our plans for constructing SimSE, a graphical, interactive, educational software engineering simulation environment that teaches the software process in a practical manner without the constraints of an actual class project. We anticipate that the use of SimSE will enable students to form a practical understanding of the software process by allowing its users to explore different approaches to managing the software process and giving them insight into the complex cause and effect relationships underlying the process.
This paper describes a two year undergraduate education program in
software engineering. This program is designed around the principle of
exploratory learning, whereby the students are trained to build
knowledge by themselves and actively search for solutions to the
problems they experience. In addition to the essential aspects of
software engineering: managing complexity of large, changing systems and
the ability to work in teams; the program also aims to prepare the
students for working in a field of rapidly changing conditions and
constraints. This paper describes how these high level goals have been
implemented in an actual curriculum. At the core of the program is a set
of project courses which are conducted as role playing games in order to
simulate the conditions in an industrial environment. Two years worth of
students have graduated from the program now, and the paper summarizes
the main lessons learned as well as a follow-up survey of experiences
from some of the organizations who hired the students
The typical software engineering course consists of lectures in which concepts and theories are conveyed, along with a small "toy" software engineering project which attempts to give students the opportunity to put this knowledge into practice. Although both of these components are essential, neither one provides students with adequate practical knowledge regarding the process of software engineering. Namely, lectures allow only passive learning and projects are so constrained by the time and scope requirements of the academic environment that they cannot be large enough to exhibit many of the phenomena occurring in realworld software engineering processes. To address this problem, we have developed Problems and Programmers, an educational card game that simulates the software engineering process and is designed to teach those process issues that are not sufficiently highlighted by lectures and projects. We describe how the game is designed, the mechanics of its game play, and the results of an experiment we conducted involving students playing the game.
Ensino de Engenharia de Software: Relato de Experiências
- L F Silva
- J C S P Leite
- K K Breitman
Silva, L. F., Leite, J. C. S. P. e Breitman, K. K. (2004). "Ensino de Engenharia de
Software: Relato de Experiências." In Congresso da Sociedade Brasileira de
Computação (SBC) -Workshop de Ensino de Informática (WEI), 12., Salvador, BA,
http://www.inf.puc-rio.br/~lyrene/silva_WEI2004.pdf.
Engenharia de software
- I Sommerville
Sommerville, I. (2003), Engenharia de software, Addison Wesley, 6 a. edição.
Managing Multimedia Projects
- R Strauss
Strauss, R. (1997), Managing Multimedia Projects, Butterworth-Heinemann Newton.