![]() ![]() In the context of software engineering education, there is a recurrent demand for new approaches and techniques that support the application and transfer of knowledge to real-life situations with the aim of encouraging a more active learning among students. The results provide valuable information to accept the feasibility of the serious game to be integrated as a learning resource within the course and also to contribute new insights to mature and consolidate the field of serious games for software process education. The empirical evaluation was conducted within the Software Quality course at the University of Cádiz using the MEEGA+ evaluation model to assess the player experience and the perceived learning of learners during the experience. Considering the advantages of serious games, our work describes the experience of using a serious game to make aware learners about the relevance of measuring to improve the quality of the processes and help learners to make contact with software process improvement field. The proposed model opens a new methodology for studying the behavioral intention to use other innovative management-training methods and to enrich the deployment of serious game training strategies in management education.ĭriven the necessity of providing alternative approaches to the traditional pedagogical teaching process, the use of gamification and serious games has become a successful approach to motivate, engage and be effective for the current generation of learners. The results show that the most critical factor influencing the intention to use serious games is expected learning performance. This research uses an adapted CAN (Cognitive-Affective-Normative) model to explore the intention to use a serious game – Lego© Serious Play© – in a sample of higher-education students in their capacity as future professionals. It is thus essential to analyze the intention to use serious games in management training contexts. The use of even a proven serious game will not have any positive effect if students do not accept it. But as with any other innovation, people must be willing to use the new method. Serious games are a proven efficient training method based on the incorporation of traditional elements of games, such as entertainment, into learning. As in other fields, in learning, innovation emerges with disruptive methods such as gamification. Training is a key resource for fostering knowledge as a competitive asset. This study has highlighted numerous benefits of GBL, such as allowing newcomers a quick and efficient means to learn and understand the practical groundwork of SAFe in advance of learning more theoretical concepts in conventional training. In particular, the findings obtained from the tests illustrate that PlaySAFe can be effectively used as a complementary tool that supports SAFe classroom-based training. Restrictions imposed by the COVID-19 pandemic have forced many to seek alternative means of teaching and learning. ![]() To figure out whether gameplay was a preferable training method, PlaySAFe (i.e., a 3D game) was developed within the study’s scope and tested with nine active SAFe practitioners from an industrial setting. To tackle this issue, we conducted empirical research to investigate the role of digital game-based learning (GBL) in employees’ training on the Scaled Agile Framework (SAFe). In particular, classroom-based training often might not provide substantial trainee interaction, which could result in apathy. However, due to its nature, participants are lectured for a scheduled time-line with little necessity to interact. A common strategy to train software practitioners in agile frameworks is to have employees undertake classroom-based training. ![]()
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