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Is role playing in Requirements Engineering Education increasing learning outcome?
Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för programvaruteknik.
Lunds universitet, SWE.
2017 (Engelska)Ingår i: Requirements Engineering, ISSN 0947-3602, E-ISSN 1432-010X, Vol. 22, nr 4, s. 475-489Artikel i tidskrift (Refereegranskat) Published
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Abstract [en]

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. © 2016 Springer-Verlag London

Ort, förlag, år, upplaga, sidor
Springer-Verlag New York, 2017. Vol. 22, nr 4, s. 475-489
Nyckelord [en]
Requirements Engineering; Requirements Engineering Education; Role playing
Nationell ämneskategori
Programvaruteknik
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URN: urn:nbn:se:bth-11865DOI: 10.1007/s00766-016-0248-4ISI: 000413975100004Scopus ID: 2-s2.0-84962301496OAI: oai:DiVA.org:bth-11865DiVA, id: diva2:925696
Tillgänglig från: 2016-05-03 Skapad: 2016-05-02 Senast uppdaterad: 2018-01-10Bibliografiskt granskad

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