Software engineering senior design course: experiences with agile game development in a capstone project
22 May 2011-pp 9-12
TL;DR: In this paper, the authors report their experiences using an agile development method for a game project; this is a radical shift from previous course offerings that were based on waterfall, model driven development.
Abstract: The importance of capstone senior design project courses is widely recognized for undergraduate software engineering curricula. They provide students with an opportunity to integrate and apply theoretical knowledge (both from previous courses and newly acquired for the project) on a team, improving both their technical and soft-skills. Here, we report our experiences using an agile development method for a game project; this is a radical shift from our previous course offerings that were based on waterfall, model driven development. This report is unique and valuable, especially for software engineering education, which goes beyond the discipline-specific limits of computer science curricula.
Citations
More filters
TL;DR: A manual paper and pencil game to reinforce and teach the application of SCRUM in undergraduate computing programmes complementing theoretical lectures and offers a low-budget alternative to complement traditional instructional strategies for teaching SCRum in the classroom.
106 citations
TL;DR: A systematic mapping study about teaching major Software Engineering Trends in project courses reveals that Agile Software Development is the major trend, and points out the possible gaps between Software Industry and Education.
58 citations
TL;DR: It is suggested that video game pedagogy could provide malleable learning for different groups of students using methods that move beyond the conventional tool-based approach.
Abstract: Research into educational technology has evaluated new computer-based systems as tools for improving students' academic performance and engagement. Serious games should also be considered as an alternative pedagogical medium for attracting students with different needs and expectations. In this field study, we empirically examined different forms of serious-game use for learning on learning performance and attitudes of eighty 13-year-old students in the first grade of middle school. Divided into four groups of 20 students, each group practiced with a maths video game in three ways. The first group played the storytelling maths game, the second played the same game but with no story and the third played and modified the video game. Finally, a control group practised in a paper-based (traditional) way by solving exercises. Although only minor differences in learning performance were identified, we found significant differences in the attitudes of the students toward learning through the video game. Students who are not motivated by conventional paper-based assignments might be engaged better with the use of a video game. Our findings suggest that video game pedagogy could provide malleable learning for different groups of students using methods that move beyond the conventional tool-based approach. A video abstract of this article can be viewed at . [ABSTRACT FROM AUTHOR]
54 citations
01 Nov 2017
TL;DR: The designed course is "human-centric SE capstone", infusing design thinking methods and agile practices into the project life-cycle knowhow, and effectively supports SE education in bringing a more hands-on and minds-on, problem-based curriculum.
Abstract: Software engineering (SE) educators are challenged to balance the scope and depth in their courses to train students in skills which will fulfill the ever-evolving industry needs. Capstone courses are a tool for educators to transfer hands-on experience into practical knowledge and skills of SE students. This paper describes the design of a Casptone course, at Lappeenranta University of Technology. The designed course is "human-centric SE capstone", infusing design thinking methods and agile practices into the project life-cycle knowhow. The capstone was offered in spring of 2017 as a 16-week course for 29 students. Design thinking was effective to perform requirement elicitation, software design and testing. Also, the applied approach allowed students to be self-directed which increased their motivation, as a result there was zero dropout rate. Design thinking is a powerful mean of problem solving and effectively supports SE education in bringing a more hands-on and minds-on, problem-based curriculum.
39 citations
Cites background from "Software engineering senior design ..."
...On seniorlevel courses students have been able to complete large and impressive projects, such as game development projects [24], [25], [26]....
[...]
01 Jan 2019
TL;DR: This chapter aims to review the main Agile methodologies that have inspired educational approaches and to provide a description of the features retained in the educational context.
Abstract: One of the main challenges faced by teachers in education, both at K-12 and academy levels, is related to the need to attract and retain the attention and the commitment by students, and ensure they achieve the required learning outcomes. Thus, new and exciting methodologies were developed to support teachers. Many of them have been inspired by approaches devised for Agile software development. This chapter aims to review the main Agile methodologies that have inspired educational approaches and to provide a description of the features retained in the educational context. Several experiences reported in the literature are also described.
34 citations
References
More filters
27 Jun 2005
TL;DR: A set of game-centric, project-based modules have been developed that enable students to actively participate in the different phases of the software lifecycle taking a single project from requirement elicitation to testing and maintenance.
Abstract: Many projects currently used in Software Engineering curricula lack both the "fun factor" needed to engage students, as well as the practical realism of engineering projects that include other computer science disciplines such as Software Engineering, Networks, or Human Computer Interaction. This paper reports on our endeavor to enhance interest and retention in an existing Software Engineering curriculum through the use of computer game-based projects. Specifically, a set of game-centric, project-based modules have been developed that enable students to: (1) actively participate in the different phases of the software lifecycle taking a single project from requirement elicitation to testing and maintenance; (2) expose students to real issues in project and team management over the course of a 2-semester project; and at the same time (3) introduce students to the different aspects of computer game design. Preliminary results suggest the merits of our approach, showing improved class participation and performance.
150 citations
"Software engineering senior design ..." refers background in this paper
...[10] and [1] use games to explore topics typically in introductory, breadth-oriented SE courses....
[...]
23 Feb 2005
TL;DR: The design of game programming classes at the University of North Texas enables them to simultaneously provide both training for students intending employment in the game industry, and a capstone experience for general computer science undergraduates.
Abstract: Game programming classes have been offered at the University of North Texas continuously since 1993. The classes are project based, and feature collaborative coursework with art majors in UNT's School of Visual Arts. We discuss the design that enables them to simultaneously provide both training for students intending employment in the game industry, and a capstone experience for general computer science undergraduates.
93 citations
"Software engineering senior design ..." refers background in this paper
...The courses in [8], [3] and [7] have much in common....
[...]
...The team formation in [7] is distinct, as groups are composed of two computer science students and one artist....
[...]
...[3] and [7] use games in capstone game programming computer science courses....
[...]
...[3] and [7] are described as computer science courses, not SE; there is no discussion of requirements, testing artifacts, or the development process used by the students for the project....
[...]
01 Mar 2000
TL;DR: It is argued that this course provides an ideal environment for students to integrate a wide base of computer knowledge and skills and is supported by presenting the variety of computer science concepts covered in the course.
Abstract: This paper presents a course in the design and implementation of computer games, offered as an upper-division computer science course at Colby College during the winter semester, 1999. The paper describes the material, topics, and projects included in the course. More generally, I argue that this course provides an ideal environment for students to integrate a wide base of computer knowledge and skills. The paper supports this argument by presenting the variety of computer science concepts covered in the course, as well as pointing out potential areas of variation in future courses, depending on the tastes and priorities of the instructor.
82 citations
28 Jun 2004
79 citations
"Software engineering senior design ..." refers background in this paper
..., [5, 6, 4]); or developing a game as course work (e....
[...]
TL;DR: The Software Hut (a small software house) is a course project designed for a graduate-level course in computer program engineering and the authors' experience using it in graduate courses at the University of Toronto is discussed.
Abstract: The Software Hut (a small software house) is a course project designed for a graduate-level course in computer program engineering. This paper describes the Software Hut project and discusses the authors' experience using it in graduate courses at the University of Toronto. Suggestions for improvements in the project are given.
68 citations
"Software engineering senior design ..." refers background in this paper
...The integration of games and SE education has been considered from several perspectives: organizing the development of an application as a game for the class [2]; investigating e-learning games that simulate the software development process (e....
[...]