TY - JOUR A1 - Gegner, Tobias T1 - Flow-Design and Event-Based Components: A New Approach in Designing Software Compared to Established Procedures JF - FHWS Science Journal N2 - Flow-Design is a new approach in developing software architectures. Flow-Design focuses on data processing function units and the communication among them. Event-Based Components represent a programming language independent methodology for implementing Flow-Design and can also be considered as a resulting software architecture. The Event-Based Components software architecture is structured by components that communicate via events. Therefore it is compared to the concept of service-oriented architecture and event-driven architecture which aim to create independent components as well. In conclusion Flow-Design and Event-Based Components provide a platform and programming language independent concept to develop software components. The resulting components are reusable, maintainable and testable. Although it can lead to a more complex coding. KW - Software Engineering KW - Object oriented programming KW - Software architecture KW - Software design KW - Software reusability Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:863-opus-653 VL - 1 IS - 1 SP - 59 EP - 73 CY - Würzburg ER - TY - CHAP A1 - John, Isabel A1 - Fertig, Tobias T1 - Gamification for software engineering students - an experience report T2 - 2022 IEEE Global Engineering Education Conference (EDUCON) N2 - In this paper we describe the evolution of a gamified course on agile methods and Scrum in software engineering teaching at university. The course covers among other topics, agile project management and scrum. For knowledge tranfer we used different gamification approaches in this course over the years, including point based gamification and story based gamification but also simple approaches like quizzes. The gamified e-learning course was realized with the learning management system Moodle. We describe how the course was built up in moodle, give some technical details on the used plugins and gamification elements. We describe our experiences with the different gamification approaches and give some lessons learned. KW - Learning management systems KW - Electronic learning KW - Conferences KW - Project management KW - Scrum (Software development) KW - Engineering education KW - Software engineering KW - Software Engineering KW - Project Management KW - Learning Management System KW - Game Elements KW - Engineering Education KW - Agile Development KW - Game Approach KW - E-learning Course KW - Lecture KW - Data Protection KW - Intrinsic Motivation KW - Language Learning KW - Agility KW - Self-determination Theory KW - Student Motivation KW - Combination Of Elements KW - Ranked List KW - Part Of Course KW - Central Server KW - Flow Experience KW - Mixture Of Elements KW - Progress Bar KW - Narrative Elements KW - Participation In Courses KW - E-learning System KW - Basic Course KW - Alternative Courses KW - Previous Course KW - Social Inclusion KW - Individual Students KW - Gamification KW - Agile Methods KW - Blended learning KW - Motivation Y1 - 2022 SN - 978-1-6654-4434-7 SN - 978-1-6654-4435-4 U6 - https://doi.org/10.1109/EDUCON52537.2022.9766825 SN - 2165-9567 SN - 2165-9559 PB - IEEE ER - TY - CHAP A1 - John, Isabel A1 - Hess, Anne A1 - Fertig, Tobias T1 - No More Binge Learning - Using Gamification Elements to Support Distributed Practice in Engineering Education T2 - 2025 IEEE Global Engineering Education Conference (EDUCON) N2 - An effective technique to support sustainable learning is distributed practice, a method shown to enhance long-term knowledge retention. As part of our research agenda, we aim to investigate suitable design strategies for eLearning courses that support distributed practice through intrinsic motivation. Our most recent strategy followed the idea of linking the acquisition of badges gained by completing a set of quizzes with a small extrinsic reward, a small bonus in the exam grade. We built a course with quizzes and timed badges with staged deadlines for the badges to ensure students do the quizzes during the semester and not shortly before the exam. An initial evaluation of this course design yielded encouraging results. The assessment showed that students learned a great deal from the quizzes and were highly motivated by the quizzes and by receiving the badges. Qualitative feedback highlighted increased motivation, increased engagement, and lower levels of perceived stress among students, who attributed these changes to the platform's ability to make learning more enjoyable and less monotonous. This paper argues that the strategic use of gamification in engineering education can significantly support distributed practice by creating an interactive, motivating, and supportive learning environment. KW - Electronic learning KW - Refining KW - Buildings KW - Hybrid learning KW - Engineering education KW - Stress KW - Portfolios KW - Software engineering KW - Game Elements KW - Intrinsic Motivation KW - Supportive Learning Environment KW - E-learning Course KW - Language Learning KW - Self-determination Theory KW - Student Motivation KW - Software Engineering KW - Self-regulated Learning KW - Participation In Courses KW - Motivational Value KW - Engineering Courses KW - Progress Bar KW - Computer Science Students KW - Gamification Software Engineering KW - Blended learning KW - Elearning KW - Distributed Practice Y1 - 2025 SN - 979-8-3315-3949-8 SN - 979-8-3315-3950-4 U6 - https://doi.org/10.1109/EDUCON62633.2025.11016434 SN - 2165-9567 SN - 2165-9559 PB - IEEE ER - TY - CHAP A1 - John, Isabel A1 - Fertig, Tobias T1 - Evaluation of a Gamified Elearning Course for Agile Methods T2 - 2024 IEEE Global Engineering Education Conference (EDUCON) N2 - For teaching agile methods in an IT undergraduate course we built up a gamified blended learning course. We created the course with gamification elements like videos, quizzes, badges, and points within the learning management system Moodle. To do so we used a gamification concept based on MDA (Mechanics-Dynamics-Aesthetics). The goal of the gamification concept was to increase intrinsic motivation of the students. We evaluated the motivation of our students with a questionnaire that is based on the psychological motivation theory STD (Self Determination Theory). The paper will shortly show how we built up the course in Moodle, and also gives some details on the used plugins and gamification elements. The main focus is on the evaluation which was done using a standardized questionnaire on intrinsic motivation built upon SDT at the beginning and at the end of our course. 39 students participated before taking the course and 16 after the completion of the course. The evaluation shows that some elements in the course like Videos and quizzes increase the motivation clearly whereas others do not. We could show an increase of intrinsic motivation in some factors of the questionnaire we used, but not in all factors. KW - Learning management systems KW - Electronic learning KW - Psychology KW - Hybrid learning KW - Engineering education KW - Videos KW - Agile Development KW - E-learning Course KW - Intrinsic Motivation KW - Self-determination Theory KW - Student Motivation KW - Blended Learning KW - Course Of Learning KW - Learning Management System KW - Increase In Motivation KW - Game Elements KW - Moderate Correlation KW - Student Engagement KW - Student Level KW - Software Engineering KW - Knowledge Of Students KW - Wrong Answers KW - Motivational Aspects KW - Empirical Validation KW - Part Of Course KW - Hypothesis H2 KW - Intrinsic Motivation Inventory KW - Ipsative KW - Detailed Course KW - Types Of Play KW - Flipped Classroom KW - Evaluation Of Course KW - Progress Bar KW - Engineering Education KW - Motivation Questionnaire KW - Exam Questions KW - Gamification KW - Agile Methods KW - Blended learning KW - Motivation Y1 - 2024 SN - 979-8-3503-9402-3 SN - 979-8-3503-9403-0 U6 - https://doi.org/10.1109/EDUCON60312.2024.10578678 SN - 2165-9567 SN - 2165-9559 PB - IEEE ER - TY - CHAP A1 - John, Isabel A1 - Hess, Anne A1 - Fertig, Tobias ED - Auer, Michael E. ED - Rüütmann, Tiia T1 - Work in Progress: Supporting Distributed Practice with a Gamified E-Learning Course T2 - Engineering Education for Global Responsibility (ICL 2024) KW - Gamification KW - Agile Methods KW - Software Engineering KW - Blended learning KW - Motivation KW - Measuring education and training results KW - E-Learning KW - Distributed Practice Y1 - 2025 SN - 978-3-031-83519-3 SN - 978-3-031-83520-9 U6 - https://doi.org/10.1007/978-3-031-83520-9_13 SP - 139 EP - 146 PB - Springer CY - Cham ER -