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Learning how to model software systems or components is con- sidered to be a central part in the education of future computer scientists. Students are usually introduced to this topic in software engineering courses. As de facto standard, most of them teach the Unified Modeling Language (UML) for creating diagrams in spe- cific contexts. This task regularly presents students with significant challenges, as has been widely discussed in literature. Therefore, it is not surprising that there are some tool-supported approaches provided by educators. These are often based on observations. How- ever, comprehensive research on actual students’ requirements and aspirations for such tools has so been missing. The contribution of this paper will be a qualitative requirements elicitation for students requirements for tools to support teaching of UML diagrams in software engineering education.
With the increasing complexity of software systems, it is becom- ing more and more relevant for students in software engineering education to learn how to elicitate requirements from customers or stakeholders and visualize them in a diagram. This continues to present different challenges to novice modellers. To counter- act these, educators and researchers have developed support tools. These offer various functionalities to address different challenges. However, it is unclear what functionality needs to be provided to address all of these issues and not just individual ones. Therefore, this paper extracts such functional requirements and summarizes them. It also shows how they can be translated into activities during an exercise lesson.
This contribution discusses problems of existing gamified learning platforms as a result of an analysis and reveals a research gap that is addressed using a domain-specific modeling (DSM) approach. Foundations of the DSM approach are described and our vision to use it for improving the creation, adaptability, and extensibility of platforms as well as the exchange of promising gamified learning concepts. Early results are presented and steps ahead are shown.
In dieser Veröffentlichung präsentieren die Autoren erste Ergebnisse Ihrer Forschungsarbeit an einem Manifest für spielifizierte Hochschullehre. Ausgehend von einer Literaturrecherche über den aktuellen Forschungsstand werden erste Auszüge der aktuellen Arbeit dargestellt, auf deren Basis ein aktiver wissenschaftlicher Diskurs angeregt werden soll.
Emendo – A Toolchain for Creating Gamified Learning Arrangements for Online Learning Settings
(2018)
This contribution describes the Emendo toolchain which enables the effective creation and implementation of gamified learning arrangements for online learning settings based on the domain-specific modeling approach. The components of Emendo are a domain-specific modeling language, a generator which transforms models based on the language into source code as well as the embedding of the latter in a learning management system. Scenarios for the usage of Emendo for teaching and learning are presented with respect to the functionalities of the toolchain. In addition, a qualitative evaluation concerning Emendo’s goals, concept and insights on the results is given. The evaluation shows that Emendo reaches high acceptance for teaching purposes and can serve as a promising means for the digitisation of teaching and learning.
This paper describes ongoing research concerning the effective development of gamified learning arrangements. It shows the necessity for more standardization of the design of such arrangements and reveals potential ways in order to support this need with the use of a domain-specific modeling language. The latter is used by lecturers for designing and exchanging models of gamified learning arrangements and provides the possibility to automatically generate a working learning management system using a language specific generator. The generated learning management system can directly be used by learners and furthermore allows to track the individual learning process for both learners and lecturers.