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Is role playing in Requirements Engineering Education increasing learning outcome?

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Author

Summary, in English

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

Publishing year

2017-11

Language

English

Pages

475-489

Publication/Series

Requirements Engineering

Volume

22

Issue

4

Document type

Journal article

Publisher

Springer

Topic

  • Pedagogy

Keywords

  • Requirements Engineering
  • Requirements Engineering Education
  • Role playing

Status

Published

ISBN/ISSN/Other

  • ISSN: 0947-3602