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Is role playing in Requirements Engineering Education increasing learning outcome?

Svensson, Richard Berntsson LU and Regnell, Björn LU (2016) In Requirements Engineering p.1-15
Abstract

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... (More)

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

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Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
epub
subject
keywords
Requirements Engineering, Requirements Engineering Education, Role playing
categories
Higher Education
in
Requirements Engineering
pages
15 pages
publisher
Springer
external identifiers
  • Scopus:84962301496
ISSN
0947-3602
DOI
10.1007/s00766-016-0248-4
language
English
LU publication?
yes
id
05424f1f-f60e-4d38-b8c2-31dbac2a3ba9
date added to LUP
2016-09-19 09:53:24
date last changed
2016-09-19 09:53:24
@misc{05424f1f-f60e-4d38-b8c2-31dbac2a3ba9,
  abstract     = {<p>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</p>},
  author       = {Svensson, Richard Berntsson and Regnell, Björn},
  issn         = {0947-3602},
  keyword      = {Requirements Engineering,Requirements Engineering Education,Role playing},
  language     = {eng},
  month        = {03},
  pages        = {1--15},
  publisher    = {ARRAY(0xb89a690)},
  series       = {Requirements Engineering},
  title        = {Is role playing in Requirements Engineering Education increasing learning outcome?},
  url          = {http://dx.doi.org/10.1007/s00766-016-0248-4},
  year         = {2016},
}