Is role playing in Requirements Engineering Education increasing learning outcome?
2016 (English)In: Requirements Engineering, ISSN 0947-3602, E-ISSN 1432-010XArticle in journal (Refereed) Epub ahead of printText
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 studentsâ 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. Â© 2016 Springer-Verlag London
Place, publisher, year, edition, pages
Springer London, 2016.
Requirements Engineering; Requirements Engineering Education; Role playing
IdentifiersURN: urn:nbn:se:bth-11865DOI: 10.1007/s00766-016-0248-4ScopusID: 2-s2.0-84962301496OAI: oai:DiVA.org:bth-11865DiVA: diva2:925696
cited By 0; Article in Press2016-05-032016-05-022016-05-03Bibliographically approved