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EVELIN – ein Forschungsprojekt zur systematischen Verbesserung des Lernens von Software Engineering
(2012)
In this research, we investigate the possibility of applying ranking task activity in teaching and learning software engineering courses. We introduce three types of ranking tasks, conceptual-, contextual- and sequential ranking questions, which cover most core topics such as requirement analysis, architecture design and quality validation in the course. We have also done experiments on a group of students to see if ranking tasks could increase their conceptual knowledge in specific areas. Assessments were given in order to evaluate the effectiveness of this activity, showing an obvious increase in complex conceptual understanding.
In this contribution a process and a way for a standardized documentation are proposed for the creation of gamified and competency-based learning activities. Furthermore the application of the process and its documentation is described by using an exemplary learning activity which was created, implemented and evaluated. The findings indicate, that the use of gamification design elements for learning a design pattern can be effective and successful and can lead to an increase in learning motivation.
Drei Feedback-Zyklen in der Software Engineering-Ausbildung durch erweitertes Just-in-Time-Teaching
(2013)
Learning tasks play an important role in education and especially in higher education. However, there is a significant lack in research regarding these in higher education. A learning task shows several characteristics, whereas the didactic function of a task is mostly considered. Two characteristics of learning tasks are focused in this paper: The didactic function and the type knowledge. Existing types of learning tasks are presented as well as a proposal for learning tasks in software engineering education that considers didactic functions, like elaboration, training or application and types of knowledge, i.e. factual, conceptual, procedural and metacognitive knowledge. This paper aims to serve as a guidance for lecturers who have the purpose to create learning tasks that address both characteristics -- the didactic function and the type of knowledge.