Is role playing in Requirements Engineering Education increasing learning outcome?
Författare
Summary, in English
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
Avdelning/ar
Publiceringsår
2017-11
Språk
Engelska
Sidor
475-489
Publikation/Tidskrift/Serie
Requirements Engineering
Volym
22
Issue
4
Dokumenttyp
Artikel i tidskrift
Förlag
Springer
Ämne
- Pedagogy
Nyckelord
- Requirements Engineering
- Requirements Engineering Education
- Role playing
Status
Published
ISBN/ISSN/Övrigt
- ISSN: 0947-3602