CSEET 2010: Day 3 - Workshops

Notes from workshops held on day 3 of CSEET 2010...

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Arosha K Bandara
11 March 2010

Notes from workshops held on day 3 of CSEET 2010

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Workshop on Using Games to Teach Software Engineering Concepts

Gil Taran (iCarnegie, CMU), Emily Navarro (UC Irvine)

Games are not simulations, because they have an element of fun.  Not many Software Engineering educators are using games.  However, we probably should because people learn differently and games are one way of supporting this.

How to design games

Games design is hard, and benefits from an agile approach.  It is a real craft that requires significant investment of resources.  The best games don't need instructions on what to do and what the expected learning outcomes are.  People can play the game in different ways but still achieve the same learning outcomes.

What literature is available to Software Engineering educators on how to design effective learning games?  Not much.

Games can use a variety of media - board games, card games, paper games, video games, etc.  Even the simplest games can be used to teach a variety of concepts / practices that are relevant to software engineers.  The concepts include:

  • Team working / communication / collaboration
  • Estimation skills
  • Risk assessment skills
  • Decision making with incomplete information
  • ... and more.

Resources

  • North American Simulation and Gaming Association: http://www.nasaga.org/
  • SimSE: www.ics.uci.edu/~emilyo/SimSE/

 

Arosha K Bandara
19:38 on 11 March 2010 (Edited 02:32 on 12 March 2010)

Business Case Studies Using Narrative Approach with MANGA Text

Hideo Yamamoto, Akiko Orita, Takao Terano and colleagues

This workshop demonstrated the use of comic strips to describe business case studies that can be used by students engaging in a variety of software engineering activities.  

The activities range from those related to requirements engineering, such as stakeholder identification, work context specification, requirements elicitation; to those relating to other aspects such as change management and risk management.

Case study development involves a domain expert first specifying the scenario, which includes both a main plot line, sub plot and additional non-verbal cues (e.g., body language of characters, artefacts embedded in the work environment, etc.).  Additionally, the domain expert might provide photographic examples of the working environment of the characters (e.g., an office where programmers work, or a factory).  This information is provided as a brief to a professional comic book artist who provides some initial sketches and story boards.  These are reviewed and refined iteratively and the final versions are inked up and printed for use by the students.

Positives is that students are able to access the case study material more easily.  Additionally, the visual representation allows inclusion of non-verbal clues that could not be easily included in a textual description of the scenario.  Also, as described above the scenarios can be reused for a variety of learning objectives.

Main negative is the amount of effort involved in producing the Manga Comic strip.  There are currently four stories developed, although the layout of the storyboards are such that they strip has to be read from right-to-left (as per Japanese reading order) which makes it a little difficult to read when translated to English.

 

Arosha K Bandara
02:47 on 12 March 2010

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MANGA for Business Case Studies

MANGA for Business Case Studies

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