A framework for gamification of project-based software engineering education
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UFMG |
Texto Completo: | http://hdl.handle.net/1843/30106 |
Resumo: | Balancing theory and practice is a recurring challenge in software engineering (SE) education. However, the curriculum guidelines of the ACM/IEEE and Brazilian Computer Society (SBC) emphasize the need of providing students with sufficient practical experiences, for the development of the competences expected for SE professional. Project and game based approaches have been largely used to address this necessity. Therefore, the goal of this thesis is the proposal of a framework to support the joint adoption of Project-Based Learning (PBL) and gamification to introduce practice in SE education. Following the design science paradigm, we conducted a series of literature and empirical studies for understanding the use of these educational methods to support software engineering education. Based on the lessons learned from these studies, we propose and evaluate GaPSEE, a framework to support lecturers in the planning and execution of practical assignments using principles of PBL and gamification. GaPSEE was evaluated in five case studies from three federal universities in Brazil. The result from interviews with 4 lecturers and responses of a survey with 76 students are indicative of positive perception about the use of GaPSEE to introduce practice in software engineering education. The main benefits noticed from the application of GaPSEE are related to increased students participation and interaction with lecturers, increased engagement and motivation of students, meaningful contextualization of practice, and having a roadmap of activities to guide and track the progress of students. |
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Eduardo Magno Lages Figueiredohttp://lattes.cnpq.br/1265706528850746Eduardo Magno Lages FigueiredoClaudia Maria Lima WernerMarco Túlio de Oliveira ValenteRaquel Oliveira PratesChristiane Anneliese Gresse von Wangenheimhttp://lattes.cnpq.br/3947074895996550Mauricío Ronny de Almeida Souza2019-09-24T19:08:28Z2019-09-24T19:08:28Z2019-09-13http://hdl.handle.net/1843/30106Balancing theory and practice is a recurring challenge in software engineering (SE) education. However, the curriculum guidelines of the ACM/IEEE and Brazilian Computer Society (SBC) emphasize the need of providing students with sufficient practical experiences, for the development of the competences expected for SE professional. Project and game based approaches have been largely used to address this necessity. Therefore, the goal of this thesis is the proposal of a framework to support the joint adoption of Project-Based Learning (PBL) and gamification to introduce practice in SE education. Following the design science paradigm, we conducted a series of literature and empirical studies for understanding the use of these educational methods to support software engineering education. Based on the lessons learned from these studies, we propose and evaluate GaPSEE, a framework to support lecturers in the planning and execution of practical assignments using principles of PBL and gamification. GaPSEE was evaluated in five case studies from three federal universities in Brazil. The result from interviews with 4 lecturers and responses of a survey with 76 students are indicative of positive perception about the use of GaPSEE to introduce practice in software engineering education. The main benefits noticed from the application of GaPSEE are related to increased students participation and interaction with lecturers, increased engagement and motivation of students, meaningful contextualization of practice, and having a roadmap of activities to guide and track the progress of students.Balancear teoria e prática é um desafio recorrente no ensino de engenharia de software. No entanto, as diretrizes curriculares da ACM / IEEE e da Sociedade Brasileira de Computação (SBC) enfatizam a necessidade de proporcionar aos alunos experiências práticas suficientes para o desenvolvimento das competências esperadas para os profissionais de engenharia de software. As abordagens baseadas em projetos e jogos têm sido amplamente utilizadas para atender a essa necessidade. Portanto, o objetivo desta tese é a proposta de um framework conceitual para apoiar a adoção conjunta de Aprendizagem Baseada em Projetos (PBL) e gamificação para introduzir a prática na educação engenharia de software. Seguindo o paradigma de design science, realizamos uma série de estudos empíricos e de literatura para entender o uso desses métodos educacionais para apoiar o ensino de engenharia de software. Com base nas lições aprendidas desses estudos, propomos e avaliamos o GaPSEE, um framework para apoiar professores no planejamento e execução de tarefas práticas usando os princípios de PBL e gamificação. O GaPSEE foi avaliado em cinco estudos de caso, executados em três universidades federais no Brasil. O resultado de entrevistas com 4 professores e as respostas de uma pesquisa com 76 alunos são indicativos de uma percepção positiva sobre o uso do GaPSEE para introduzir a prática no ensino de engenharia de software. Os principais benefícios observados com a aplicação do GaPSEE estão relacionados ao aumento da participação e interação dos alunos com os professores, maior engajamento e motivação dos alunos, contextualização significativa da prática e um roteiro de atividades para orientar e acompanhar o progresso dos alunos.CNPq - Conselho Nacional de Desenvolvimento Científico e TecnológicoengUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Ciência da ComputaçãoUFMGBrasilICEX - INSTITUTO DE CIÊNCIAS EXATASAtribuição-NãoComercial-SemDerivados 3.0 Portugalhttp://creativecommons.org/licenses/by-nc-nd/3.0/pt/info:eu-repo/semantics/openAccessSoftware engineering educationProject-based learningGamificationA framework for gamification of project-based software engineering educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALteseFinalMauricio.pdfteseFinalMauricio.pdfapplication/pdf5339608https://repositorio.ufmg.br/bitstream/1843/30106/1/teseFinalMauricio.pdf7b9b213c9435f9dc5f249d01f7449d29MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufmg.br/bitstream/1843/30106/2/license_rdfcfd6801dba008cb6adbd9838b81582abMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82119https://repositorio.ufmg.br/bitstream/1843/30106/3/license.txt34badce4be7e31e3adb4575ae96af679MD53TEXTteseFinalMauricio.pdf.txtteseFinalMauricio.pdf.txtExtracted texttext/plain422904https://repositorio.ufmg.br/bitstream/1843/30106/4/teseFinalMauricio.pdf.txta41b2bf5c116fc951cd37092b761bae5MD541843/301062019-11-14 12:27:12.296oai:repositorio.ufmg.br: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Repositório de PublicaçõesPUBhttps://repositorio.ufmg.br/oaiopendoar:2019-11-14T15:27:12Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.pt_BR.fl_str_mv |
A framework for gamification of project-based software engineering education |
title |
A framework for gamification of project-based software engineering education |
spellingShingle |
A framework for gamification of project-based software engineering education Mauricío Ronny de Almeida Souza Software engineering education Project-based learning Gamification |
title_short |
A framework for gamification of project-based software engineering education |
title_full |
A framework for gamification of project-based software engineering education |
title_fullStr |
A framework for gamification of project-based software engineering education |
title_full_unstemmed |
A framework for gamification of project-based software engineering education |
title_sort |
A framework for gamification of project-based software engineering education |
author |
Mauricío Ronny de Almeida Souza |
author_facet |
Mauricío Ronny de Almeida Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Eduardo Magno Lages Figueiredo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1265706528850746 |
dc.contributor.referee1.fl_str_mv |
Eduardo Magno Lages Figueiredo |
dc.contributor.referee2.fl_str_mv |
Claudia Maria Lima Werner |
dc.contributor.referee3.fl_str_mv |
Marco Túlio de Oliveira Valente |
dc.contributor.referee4.fl_str_mv |
Raquel Oliveira Prates |
dc.contributor.referee5.fl_str_mv |
Christiane Anneliese Gresse von Wangenheim |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3947074895996550 |
dc.contributor.author.fl_str_mv |
Mauricío Ronny de Almeida Souza |
contributor_str_mv |
Eduardo Magno Lages Figueiredo Eduardo Magno Lages Figueiredo Claudia Maria Lima Werner Marco Túlio de Oliveira Valente Raquel Oliveira Prates Christiane Anneliese Gresse von Wangenheim |
dc.subject.por.fl_str_mv |
Software engineering education Project-based learning Gamification |
topic |
Software engineering education Project-based learning Gamification |
description |
Balancing theory and practice is a recurring challenge in software engineering (SE) education. However, the curriculum guidelines of the ACM/IEEE and Brazilian Computer Society (SBC) emphasize the need of providing students with sufficient practical experiences, for the development of the competences expected for SE professional. Project and game based approaches have been largely used to address this necessity. Therefore, the goal of this thesis is the proposal of a framework to support the joint adoption of Project-Based Learning (PBL) and gamification to introduce practice in SE education. Following the design science paradigm, we conducted a series of literature and empirical studies for understanding the use of these educational methods to support software engineering education. Based on the lessons learned from these studies, we propose and evaluate GaPSEE, a framework to support lecturers in the planning and execution of practical assignments using principles of PBL and gamification. GaPSEE was evaluated in five case studies from three federal universities in Brazil. The result from interviews with 4 lecturers and responses of a survey with 76 students are indicative of positive perception about the use of GaPSEE to introduce practice in software engineering education. The main benefits noticed from the application of GaPSEE are related to increased students participation and interaction with lecturers, increased engagement and motivation of students, meaningful contextualization of practice, and having a roadmap of activities to guide and track the progress of students. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-09-24T19:08:28Z |
dc.date.available.fl_str_mv |
2019-09-24T19:08:28Z |
dc.date.issued.fl_str_mv |
2019-09-13 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1843/30106 |
url |
http://hdl.handle.net/1843/30106 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.rights.driver.fl_str_mv |
Atribuição-NãoComercial-SemDerivados 3.0 Portugal http://creativecommons.org/licenses/by-nc-nd/3.0/pt/ info:eu-repo/semantics/openAccess |
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Atribuição-NãoComercial-SemDerivados 3.0 Portugal http://creativecommons.org/licenses/by-nc-nd/3.0/pt/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Ciência da Computação |
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UFMG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
ICEX - INSTITUTO DE CIÊNCIAS EXATAS |
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Universidade Federal de Minas Gerais |
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