Is role playing in Requirements Engineering Education increasing learning outcome?
Svensson, Richard Berntsson LU and Regnell, Björn LU
(2017)
In Requirements Engineering
22(4).
p.475-489
- 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
(Less)
- author
- Svensson, Richard Berntsson
LU
and Regnell, Björn
LU
- organization
- publishing date
- 2017-11
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Requirements Engineering, Requirements Engineering Education, Role playing
- categories
- Higher Education
- in
- Requirements Engineering
- volume
- 22
- issue
- 4
- pages
- 475 - 489
- publisher
- Springer
- external identifiers
-
- scopus:84962301496
- wos:000413975100004
- 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
- 2024-04-05 04:53:54
@article{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}},
keywords = {{Requirements Engineering; Requirements Engineering Education; Role playing}},
language = {{eng}},
number = {{4}},
pages = {{475--489}},
publisher = {{Springer}},
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}},
doi = {{10.1007/s00766-016-0248-4}},
volume = {{22}},
year = {{2017}},
}