AGILITY SCRUM - A Game for Teaching the SCRUM Methodology

• Ronney Moreira de Castro FMG / UNIRIO
• Sean Wolfgand Matsui Siqueira UNIRIO
• Denilson Novais de Almeida FMG
• Felipe Calegario Nascimento FMG

DOI: https://doi.org/10.5753/wei.2017.3537

Abstract

Considering the problems faced by the teachers and students in teaching and learning the Agile Scrum Methodology as a Software Engineering practice, this paper describes a different approach. A non-computational game was developed and the students were able to have a practical experience on the use of this methodology, which in its turn brought a better acceptance, assimilation and result in the exercises and works done by the students. Thus, it presents a good use and efficacy in the application of the content proposed by teachers.

References

Alves A. M. P. (2009). “A história dos jogos e a constituição da cultura lúdica”. Revista Linhas v. 4, n. 1.

Battistella, P. E. and Wangenheim, C. G. V. (2016). “ENgAGED: Um Processo de Desenvolvimento de Jogos para Ensinar Computação”. Simpósio Brasileiro de Informática na Educação - SBIE, Vol. 27, nº. 1.

Blikstein, P. and Krannich, D. (2013). “The makers' movement and FabLabs in education: experiences, technologies, and research”. In Proceedings of the 12th international conference on interaction design and children (pp. 613-616). ACM.

Bonwell, C. C. and Eison, J. A. (1991). “Active Learning: Creating Excitement in the Classroom”. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.

Castro, R. M. and Souza, G. S. (2016). “O Uso de Recursos Lúdicos para o Ensino de Processos em Engenharia de Software”. 24º WEI - Workshop sobre Educação em Computação, XXXVI Congresso da Sociedade Brasileira de Computação, Porto Alegre.

Crawford, G., Gosling, V. K. and Light, B. (2013). “Gamers: the social and cultural significance of online games” (Vol. 56). Routledge.

Gudigantala, N. (2013). “An active learning approach to teaching undergraduate introduction to MIS Course”. Paper presented at the 19th Americas Conference on Information Systems, Chicago, Illinois.

Halverson, E. R. and Sheridan, K. M. (2014). “The Maker Movement in Education”. Harvard Educational Review, 84(4), 495–504,563,565.

Kahl, K., Lima M. E. O. and Gomes, I. (2007). “Alfabetização: Construindo alternativas com jogos pedagógicos”. Extensio: Revista Eletrônica de Extensão, v. 4, n. 5.

Oliveira, M. K. V. (1999). “Aprendizado e desenvolvimento, um processo sócio-histórico”. 4. ed. São Paulo: Scipione, 1999.

Passerino, L. M. (1998). “Avaliação de jogos educativos computadorizados”. Taller Internacional de Software Educativo 98 - TISE’ 98. Anais. Santiago, Chile.

Pereira, P., Torreão, P. and Marçal, A. S. (2007). “Entendendo Scrum para gerenciar projetos de forma ágil”. Mundo PM, 1, 3-11.

Reif, H. L. and Mitri, M. (2005). “How University Professors Teach Project Management for Information Systems”. Communications of the ACM, Vol. 48, nº. 8.

Rossiou, E. and Papadakis, S. (2007). “Educational Games in Higher Education: a case study in teaching recursive algorithms”. University of Macedonia and The Hellenic Open University, 2007.

Rubin, K.S. (2012). “Essential Scrum: a practical guide to the most popular agile process”. Ann Arbor: Pearson Education.

Schwaber, K. (2004). “Agile project management with Scrum”. Microsoft press.

Schwaber, K. and Beedle, M. (2002). “Agile software development with Scrum (Vol. 1)”. Upper Saddle River: Prentice Hall.

Sutherland, J. and Schwaber, K. (2013). “The scrum guide. The Definitive Guide to Scrum: The Rules of the Game”. [link].