Gamifying Flipped Classes in Requirements Engineering Teaching: An Experience Report

• Maria Elanne M. Rodrigues Federal University of Ceará http://orcid.org/0000-0002-9132-4179
• Gabriela Nayara Damazio Federal University of Ceará
• Necio Veras Federal Institute of Ceará https://orcid.org/0000-0002-6700-7528
• Anna Beatriz Marques Federal University of Ceará https://orcid.org/0000-0001-9214-3399
• Windson Viana Federal University of Ceará https://orcid.org/0000-0002-8627-0823

DOI: https://doi.org/10.5753/educomp.2023.228237

Abstract

Several active methodologies have been studied and applied in Software Engineering teaching to turn classes more dynamic and engaging. To contribute to initiatives in this area, we describe a teaching approach that combines the Flipped Classroom methodology with Gamification techniques. The proposal involved preparing study guides with gamification elements, practical gamified activities in the classroom, and a reward system, which allowed the exchange of points for benefits in the course assessments and genuine badges (personalities in SE). The paper reports the methodology adopted for teaching Requirements Engineering in a higher education class with 41 students. The experience comprised six classes over three weeks. The students' perception was positive about the study guides, class format and impact on learning. Regarding learning, a positive impact was also observed in three of the four contents applied with a significance level of 95%, reaching an average gain of up to 32.1% in the students' grades comparing post and pre-tests.

Keywords: flipped classes, gamification, requirements engineering, experience report

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