Evaluating the learning effectiveness of using simulations in software project management education: results from a twice replicated experiment

• Published in: Information and software technology Vol. 46; no. 2; pp. 127 - 147
• Main Authors: Pfahl, Dietmar, Laitenberger, Oliver, Ruhe, Günther, Dorsch, Jörg, Krivobokova, Tatyana
• Format: Journal Article
• Language: English
• Published: Amsterdam Elsevier B.V 01.02.2004; Elsevier Science Ltd
• Subjects: COCOMO; Computer assisted instruction; Computer programming; Education; Experiments; Learning; Learning effectiveness; Project management; Replicated experiment; Simulation; Simulations; Software; Software engineering; Software project management education; Studies; System dynamics simulation; Training; Software project management education; Learning effectiveness; Replicated experiment; COCOMO; System dynamics simulation
• ISSN: 0950-5849; 1873-6025
• DOI: 10.1016/S0950-5849(03)00115-0

The increasing demand for software project managers in industry requires strategies for the development of management-related knowledge and skills of the current and future software workforce. Although several educational approaches help to develop the necessary skills in a university setting, few empirical studies are currently available to characterise and compare their effects. This paper presents the results of a twice replicated experiment that evaluates the learning effectiveness of using a process simulation model for educating computer science students in software project management. While the experimental group applied a System Dynamics simulation model, the control group used the well-known COCOMO model as a predictive tool for project planning. The results of each empirical study indicate that students using the simulation model gain a better understanding about typical behaviour patterns of software development projects. The combination of the results from the initial experiment and the two replications with meta-analysis techniques corroborates this finding. Additional analysis shows that the observed effect can mainly be attributed to the use of the simulation model in combination with a web-based role-play scenario. This finding is strongly supported by information gathered from the debriefing questionnaires of subjects in the experimental group. They consistently rated the simulation-based role-play scenario as a very useful approach for learning about issues in software project management.