Is role playing in Requirements Engineering Education increasing learning outcome?
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 thr...
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| Published in | Requirements engineering Vol. 22; no. 4; pp. 475 - 489 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
London
Springer London
01.11.2017
Springer Nature B.V |
| Subjects | |
| Online Access | Get full text |
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| 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 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. |
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| AbstractList | 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. © 2016 Springer-Verlag London 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 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 | 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. |
| Author | Svensson, Richard Berntsson Regnell, Björn |
| Author_xml | – sequence: 1 givenname: Richard Berntsson surname: Svensson fullname: Svensson, Richard Berntsson email: richard.berntsson.svensson@bth.se organization: Software Engineering Research Lab Sweden, Blekinge Institute of Technology, Department of Computer Science and Engineering, Chalmers and University of Gothenburg – sequence: 2 givenname: Björn surname: Regnell fullname: Regnell, Björn organization: Department of Computer Science, Lund University |
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| Cites_doi | 10.1017/S1049096500062107 10.1109/FIE.1999.839227 10.1080/15512160500484168 10.1177/0037550084154002 10.1111/j.1528-3585.2006.00261.x 10.1007/3-540-28244-0 10.1016/S0738-3991(01)00150-1 10.1080/17439880601021967 10.1002/j.2164-4918.1967.tb03191.x 10.2307/2111969 10.1109/ICRE.2003.1232754 10.1007/BF01320076 10.1097/00006223-200211000-00004 10.1002/jclp.10079 10.1109/REET.2008.5 10.1109/RE.2008.28 10.1109/REET.2009.11 10.1111/j.1528-3577.2006.00230.x 10.1177/1938965510364931 10.1109/REET.2010.5633115 10.1109/FIE.2000.897606 10.2307/1952078 10.2307/1317920 10.1109/REET.2011.6046271 10.1207/s15326985ep2802_5 10.1145/1943628.1943633 10.1109/ECBS.2004.1316712 10.1111/j.1528-3585.2009.00392.x 10.1080/15512160600840814 10.1177/1350507606060980 10.1007/s11948-011-9335-6 10.2307/1317334 10.1145/1121341.1121475 10.1007/s00766-009-0084-x 10.1017/S1049096500045686 10.1016/0360-1315(95)00028-3 10.1111/1528-3577.404002 10.1111/j.1528-3585.2007.00317.x 10.1177/1046878190213005 10.1007/BF00871804 10.1207/S15328023TOP2901_08 |
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| Copyright | Springer-Verlag London 2016 Requirements Engineering is a copyright of Springer, 2017. |
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| Title | Is role playing in Requirements Engineering Education increasing learning outcome? |
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