@inproceedings{BartelSoskaWolffetal., author = {Bartel, Alexander and Soska, Alexander and Wolff, Christian and Hagel, Georg and Mottok, J{\"u}rgen}, title = {Entwicklung eines Manifests f{\"u}r spielifizierte Hochschullehre}, series = {Mensch und Computer 2017, Tagungsband}, booktitle = {Mensch und Computer 2017, Tagungsband}, editor = {Burghardt, M. and Wimmer, R. and Wolff, Christian and Womser-Hacker, C.}, address = {Regensburg}, doi = {10.18420/muc2017-mci-0277}, pages = {299 -- 304}, abstract = {In dieser Ver{\"o}ffentlichung pr{\"a}sentieren die Autoren erste Ergebnisse Ihrer Forschungsarbeit an einem Manifest f{\"u}r spielifizierte Hochschullehre. Ausgehend von einer Literaturrecherche {\"u}ber den aktuellen Forschungsstand werden erste Ausz{\"u}ge der aktuellen Arbeit dargestellt, auf deren Basis ein aktiver wissenschaftlicher Diskurs angeregt werden soll.}, language = {de} } @misc{WeberDendorferSuessetal., author = {Weber, Karsten and Dendorfer, Sebastian and S{\"u}ß, Franz and Kubowitsch, Simone and Schratzenstaller, Thomas and Haug, Sonja and Mohr, Christa and Kiesl, Hans and Drechsler, J{\"o}rg and Westner, Markus and Kobus, J{\"o}rn and Schubert, Martin J. W. and Zenger, Stefan and Pietsch, Alexander and Weiß, Josef and Hinterseer, Sebastian and Schieck, Roland and Scherzinger, Stefanie and Klettke, Meike and Ringlstetter, Andreas and St{\"o}rl, Uta and Bissyand{\´e}, Tegawend{\´e} F. and Seeburger, Achim and Schindler, Timo and Ramsauer, Ralf and Kiszka, Jan and K{\"o}lbl, Andreas and Lohmann, Daniel and Mauerer, Wolfgang and Maier, Johannes and Scorna, Ulrike and Palm, Christoph and Soska, Alexander and Mottok, J{\"u}rgen and Ellermeier, Andreas and V{\"o}gele, Daniel and Hierl, Stefan and Briem, Ulrich and Buschmann, Knut and Ehrlich, Ingo and Pongratz, Christian and Pielmeier, Benjamin and Tyroller, Quirin and Monkman, Gareth J. and Gut, Franz and Roth, Carina and Hausler, Peter and Bierl, Rudolf and Prommesberger, Christian and Ławrowski, Robert Damian and Langer, Christoph and Schreiner, Rupert and Huang, Yifeng and She, Juncong and Ottl, Andreas and Rieger, Walter and Kraml, Agnes and Poxleitner, Thomas and Hofer, Simon and Heisterkamp, Benjamin and Lerch, Maximilian and Sammer, Nike and Golde, Olivia and Wellnitz, Felix and Schmid, Sandra and Muntschick, Claudia and Kusterle, Wolfgang and Paric, Ivan and Br{\"u}ckl, Oliver and Haslbeck, Matthias and Schmidt, Ottfried and Schwanzer, Peter and Rabl, Hans-Peter and Sterner, Michael and Bauer, Franz and Steinmann, Sven and Eckert, Fabian and Hofrichter, Andreas}, title = {Forschungsbericht 2017}, editor = {Baier, Wolfgang}, address = {Regensburg}, organization = {Ostbayerische Technische Hochschule Regensburg}, isbn = {978-3-9818209-3-5}, doi = {10.35096/othr/pub-1383}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-13835}, subject = {Forschung}, language = {de} } @misc{BeimlerLeisslEbneretal., author = {Beimler, Josef and Leißl, Caroline and Ebner, Lena and Elsner, Michael and M{\"u}hlbauer, Gerhard and Kohlert, Dieter and Schubert, Martin J. W. and Weiß, Andreas P. and Sterner, Michael and Raith, Thomas and Afranseder, Martin and Krapf, Tobias and Mottok, J{\"u}rgen and Siemers, Christian and Großmann, Benjamin and H{\"o}cherl, Johannes and Schlegl, Thomas and Schneider, Ralph and Milaev, Johannes and Rampelt, Christina and Roduner, Christian and Glowa, Christoph and Bachl, Christoph and Schliekmann, Claus and Gnan, Alfons and Grill, Martin and Ruhland, Karl and Piehler, Thomas and Friers, Daniel and Wels, Harald and Pflug, Kenny and Kucera, Markus and Waas, Thomas and Schlachetzki, Felix and Boy, Sandra and Pemmerl, Josef and Leis, Alexander and Welsch, Andreas F.X. and Graf, Franz and Zenger, Gerhard and Volbert, Klaus and Waas, Thomas and Scherzinger, Stefanie and Klettke, Meike and St{\"o}rl, Uta and Heyl, C. and Boldenko, A. and Monkman, Gareth J. and Kujat, Richard and Briem, Ulrich and Hierl, Stefan and Talbot, Sebastian and Schmailzl, Anton and Ławrowski, Robert Damian and Prommesberger, Christian and Langer, Christoph and Dams, Florian and Schreiner, Rupert and Valentino, Piergiorgio and Romano, Marco and Ehrlich, Ingo and Furgiuele, Franco and Gebbeken, Norbert and Eisenried, Michael and Jungbauer, Bastian and Hutterer, Albert and Bauhuber, Michael and Mikrievskij, Andreas and Argauer, Monika and Hummel, Helmut and Lechner, Alfred and Liebetruth, Thomas and Schumm, Michael and Joseph, Saskia and Reschke, Michael and Soska, Alexander and Schroll-Decker, Irmgard and Putzer, Michael and Rasmussen, John and Dendorfer, Sebastian and Weber, Tim and Al-Munajjed, Amir Andreas and Verkerke, Gijsbertus Jacob and Renkawitz, Tobias and Haug, Sonja and Rudolph, Clarissa and Zeitler, Annika and Schaubeck, Simon and Steffens, Oliver and Rechenauer, Christian and Schulz-Brize, Thekla and Fleischmann, Florian and Kusterle, Wolfgang and Beer, Anne and Wagner, Bernd and Neidhart, Thomas}, title = {Forschungsbericht 2013}, editor = {Baier, Wolfgang}, address = {Regensburg}, organization = {Ostbayerische Technische Hochschule Regensburg}, doi = {10.35096/othr/pub-799}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-7990}, pages = {80}, language = {de} } @inproceedings{SoskaSchrollDeckerMottok, author = {Soska, Alexander and Schroll-Decker, Irmgard and Mottok, J{\"u}rgen}, title = {Implementation of Practical Exercises in Software Engineering Education to Improve the Acquirement of Functional and Non-Functional Competences}, series = {2014 International Conference on Interactive Collaborative Learning (ICL), 3-6 Dec. 2014, Dubai, UAE}, booktitle = {2014 International Conference on Interactive Collaborative Learning (ICL), 3-6 Dec. 2014, Dubai, UAE}, doi = {10.1109/ICL.2014.7017795}, abstract = {Software Engineering is a very volatile profession that requires a variety of theoretical as well as practical skills. In addition to expertise technical knowledge, graduates have to have a variety of social, methodical and personal competences. The acquirement of these non-functional competences are getting more and more important for a successful software engineer. To fulfill these requirements, it is necessarily important to prepare future professionals already during their college course of education. This paper presents exercises for a software engineering lecture with the goal to strengthen the students' practical experiences and to support the development of their non-functional competences. The developed exercises impart technical knowledge and encourage the students to improve their self-organized and lifelong learning. Thereby they are facing practical issues in all steps of the software engineering process while working on an inter semester project.}, language = {en} } @inproceedings{SoskaMottokWolff, author = {Soska, Alexander and Mottok, J{\"u}rgen and Wolff, Christian}, title = {An experimental card game for software testing: Development, design and evaluation of a physical card game to deepen the knowledge of students in academic software testing education}, series = {IEEE Global Engineering Education Conference (EDUCON), 10-13 April 2016, Abu Dhabi, UAE}, booktitle = {IEEE Global Engineering Education Conference (EDUCON), 10-13 April 2016, Abu Dhabi, UAE}, doi = {10.1109/EDUCON.2016.7474609}, pages = {576 -- 584}, abstract = {Teaching software testing is a challenging task. Especially if you want to impart more in-depth and practical knowledge to the students. Therefore, most lectures still teach in a classic lecture format despite the fact that this way of instruction is in any case the optimal way of instruction for today's requirements anymore. In this paper we present our implementation of an active learning method to deepen the knowledge in academic software test education. We describe a card game for advanced learning that promotes students' collaboration and knowledge exchange in a playful and competitive manner. The design of the game is based on constructive and cooperative theories. A subsequent evaluation shows that the use of this card game for teaching software testing is a suitable method.}, language = {en} } @inproceedings{SoskaMottokWolff, author = {Soska, Alexander and Mottok, J{\"u}rgen and Wolff, Christian}, title = {A Study on Cognitive Decits in Learning to Program}, series = {European Conference of Software Engineering Education (ECSEE2016), 30 June and 1 July 2016 in Seeon Monastery, Germany}, booktitle = {European Conference of Software Engineering Education (ECSEE2016), 30 June and 1 July 2016 in Seeon Monastery, Germany}, publisher = {Shaker}, address = {Aachen}, pages = {209 -- 214}, abstract = {For many students learning to program is a crucial task. In this research, we took a glance into the current literature and identified most ocurring cognitive deficits. Thereby we identified three elements that apear most significant throughout the study. We think that these deficits are fundamental basics for learning how to program. The stu-dents' education of cognitive abilities in programming needs revision and should receive far more training. In future research we want to establish a guideline for promoting these deficits through adequate teaching and learning arrangements in pre-programming education.}, language = {en} } @techreport{SoskaMottok, author = {Soska, Alexander and Mottok, J{\"u}rgen}, title = {An Experimental Card Game for Software Testing}, series = {Forschungsbericht 2017 der Ostbayersichen Technischen Hochschule Regensburg}, journal = {Forschungsbericht 2017 der Ostbayersichen Technischen Hochschule Regensburg}, editor = {Baier, Wolfgang}, address = {Regensburg}, organization = {Ostbayerische Technische Hochschule Regensburg}, language = {en} } @inproceedings{SoskaMottok, author = {Soska, Alexander and Mottok, J{\"u}rgen}, title = {A New Conceptual Contribution for Serious Games in Academic Software Engineering Education}, series = {European Conference on Software Engineering Education 2014 (ECSEE), 27 and 28 November 2014 in Seeon Monastery}, booktitle = {European Conference on Software Engineering Education 2014 (ECSEE), 27 and 28 November 2014 in Seeon Monastery}, publisher = {Shaker}, address = {Aachen}, isbn = {978-3-8440-3067-9}, pages = {241 -- 254}, abstract = {Nowadays, the popularity and field of application of serious games grows steadily. This educational method offers attractive pportunities for teaching and training by combining playful elements with learning content. By using game mechanics, thinking and technique, theoretical subject matters are treated in a fun and engaging way. Thereby, serious games utilize our intrinsic motivation to discover the surroundings in a playful manner. Embedded in educational settings, the goal is to mediate academic and non-academic knowledge to the students. Especially in the field of software engineering it is important to have skills which go beyond pure technical knowledge. Yet, the use of serious games is still a manageable amount. With this paper, we give a contribution to the theoretical design and development of serious games based on playful learning method and its relation to research-based learning in universal context. In addi- tion we analyze the existing serious games in software engineering and present our thoughts about planning our own.}, language = {en} } @inproceedings{SoskaSchummJosephetal., author = {Soska, Alexander and Schumm, Michael and Joseph, Saskia and Reschke, Michael and Mottok, J{\"u}rgen and Niemetz, Michael and Schroll-Decker, Irmgard}, title = {Comparison of Frontal Lecture and Workshop Learning Arrangements in a Software Engineering Education Project}, series = {2014 IEEE Global Engineering Education Conference (EDUCON), Istanbul, Turkey}, booktitle = {2014 IEEE Global Engineering Education Conference (EDUCON), Istanbul, Turkey}, doi = {10.1109/EDUCON.2014.6826162}, pages = {653 -- 658}, abstract = {The increase in complexity of software and its creation over the last decades requires an increase in the quality of the education of software engineering professionals. The number of Universities which answer this call by replacing or extending lectures with simulated software projects is constantly rising. However, the question how to best transfer new technological knowledge needed to be successful within this projects to the students remains open. Therefore this paper will present a comparison between the classical frontal lecture and a modern workshop learning arrangement used within these projects. By the use of workshops not only the knowledge transfer but also the acquisition of personal and social competences will be facilitated. Furthermore positive experiences with workshops at university level will support life-long learning.}, language = {en} } @inproceedings{KnorlSoskaSchrollDeckeretal., author = {Knorl, Susanne and Soska, Alexander and Schroll-Decker, Irmgard and Mottok, J{\"u}rgen}, title = {Reconstructing students' subjective theories on self-directed learning a qualitative research approach in Software Engineering education}, series = {2015 IEEE Global Engineering Education Conference (EDUCON), 18-20 March 2015, Tallinn, Estonia}, booktitle = {2015 IEEE Global Engineering Education Conference (EDUCON), 18-20 March 2015, Tallinn, Estonia}, doi = {10.1109/EDUCON.2015.7095990}, pages = {314 -- 317}, abstract = {Considering the claim of furthering self-directed learning in higher education in general and in Software Engineering education in particular, this paper deals with a new approach on understanding and facilitating self-directed learning. This approach involves the concept of subjective theories, which are expected to influence students' self-directed learning. Therefore this paper presents the intended qualitative research design for reconstructing these subjective theories and for developing ways of integrating them in didactical situations in higher education and especially in Software Engineering education.}, language = {en} } @inproceedings{SoskaMottokWolff, author = {Soska, Alexander and Mottok, J{\"u}rgen and Wolff, Christian}, title = {Playful learning in academic software engineering education}, series = {2015 IEEE Global Engineering Education Conference (EDUCON), 18-20 March 2015, Tallinn, Estonia}, booktitle = {2015 IEEE Global Engineering Education Conference (EDUCON), 18-20 March 2015, Tallinn, Estonia}, doi = {10.1109/EDUCON.2015.7095992}, pages = {324 -- 332}, abstract = {Within this thesis, we present our suggestions why playful learning in software engineering education is useful to mediate generic competences in academic teaching. Therefor we identified competences which are addressed by playful learning and mapped them to demanded generic competences in software engineering. Due to the well compliance, we analyzed current implementations of playful learning and their design regarding the mediation of required soft skills. Based on the lack of effective implementation, we close our paper with an exemplary design for playful learning.}, language = {en} } @inproceedings{SoskaReuterHauseretal., author = {Soska, Alexander and Reuter, Rebecca and Hauser, Florian and Reiß, Markus and Mottok, J{\"u}rgen}, title = {Scaffolding in der Lehre von Design Pattern. Neue Konzepte f{\"u}r anwendungsorientiertes und aktivierendes Lernen}, series = {Tagungsband zum 3. Symposium zur Hochschullehre in den MINT-F{\"a}chern, 25. / 26. September 2017, TH N{\"u}rnberg}, booktitle = {Tagungsband zum 3. Symposium zur Hochschullehre in den MINT-F{\"a}chern, 25. / 26. September 2017, TH N{\"u}rnberg}, pages = {112 -- 116}, abstract = {Design Pattern sind wiederverwendbare Entwurfsmuster f{\"u}r Probleme in objektorientierten Programmiersprachen. Gene-rell wird dieser Lerninhalt als sehr abstrakt, theoretisch und schwer verst{\"a}ndlich beurteilt. Eine durchgef{\"u}hrte Studie mit Studierenden zu den Lernhindernissen w{\"a}hrend unseres Soft-ware Engineering Curriculums belegen diese Annahmen. Trotz heterogener Studierendengruppe mit unterschiedlichen Vor-kenntnissen, wird das Verst{\"a}ndnis der Konzepte von Design Pattern, verglichen mit anderen Lehrinhalten, als die gr{\"o}ßte Herausforderung angesehen. Zur Verbesserung des Lernens von Design Pattern, wurde aufgrund dieser Erkenntnisse ein Lehrkonzept zur Beseitigung der Lernhindernisse entwickelt. Dieses basiert auf einem angepassten Scaffolding-Ansatz, welcher u.a. durch die systematische Anwendung von studie-rendenzentrierten Methoden die Aneignung von theoretischen als auch praktischen Inhalten sukzessive f{\"o}rdert. Eine anschlie-ßende Evaluation belegt die Wirkungsweise des Lehrkonzepts.}, language = {de} } @inproceedings{SoskaMottokWolff, author = {Soska, Alexander and Mottok, J{\"u}rgen and Wolff, Christian}, title = {Pattern oriented card game development: SOFTTY - A card game for academic learning of software testing}, series = {IEEE Global Engineering Education Conference (EDUCON), 25-28 April 2017, Athens, Greece}, booktitle = {IEEE Global Engineering Education Conference (EDUCON), 25-28 April 2017, Athens, Greece}, doi = {10.1109/EDUCON.2017.7942996}, abstract = {One of the biggest problems of educational games is the adequate integration of learning content into the game environment. Thereby the main challenge is to create a balance between gameplay and learning objectives and the correct transfer of learning principles into the game design. A useful approach is to identify game components and their specific learning constraints and the relationship between each other. By mapping learning elements to Game Design Pattern, we elaborate fundamentals for the concrete game design, focusing on card games. A shared description and an understanding of how the game design aligns with learning content facilitates the development of high quality educational games. A short illustration of our further developed implementation summarizes our experiences and shows an exemplary realization.}, language = {en} } @inproceedings{SoskaMottok, author = {Soska, Alexander and Mottok, J{\"u}rgen}, title = {An Integrated Puzzle Game for Learning Programming Based on Students Syntactical Errors}, series = {11th European Conference on Game-Based Learning, Oct 5 - Oct 6, 2017, Graz}, booktitle = {11th European Conference on Game-Based Learning, Oct 5 - Oct 6, 2017, Graz}, editor = {Pivec, M. and Gr{\"u}ndler, J.}, publisher = {Academic Conferences and Publishing International}, abstract = {Practical implementations are important for understanding the concepts and principles of programming. Self-employed coding encourages learners to acquire learning content and fosters the theory-practice transfer. Thereby, the earners face various difficulties and obstacles. Misconceptions and faults accompany the learners' coding process and result in non-executable coding artefacts. The integrated compiler of programming environments provides information concerning error messages that indicate incorrect coding constructs. Usually due to unspecific and generic formulation, learners find it hard to understand these error messages. Yet these observable errors give valuable information about the learner's coding behaviour and indicate current problems. These provide a link for adopted and appropriate learning assistance during the coding process. In this work in progress paper, we present first assumptions in assisting learners' understanding and correction of programming errors by a game-based learning method. Our first approach focuses on the integration of a puzzle game into a programming environment. The game content adjusts to the error messages based on the analysis of the learner's log file. We suggest that the integration of this approach rises the learner's motivation to self-employed error handling and the quality of learning programming.}, language = {en} } @article{JosephSchummRummeletal., author = {Joseph, Saskia and Schumm, Michael and Rummel, Otmar and Soska, Alexander and Renschke, Michael and Mottok, J{\"u}rgen and Niemetz, Michael and Schroll-Decker, Irmgard}, title = {Teaching finite state machines with case method and role play}, series = {2014 IEEE Global Engineering Education Conference (EDUCON 2014) : Istanbul, Turkey, 3 - 5 April 2014}, journal = {2014 IEEE Global Engineering Education Conference (EDUCON 2014) : Istanbul, Turkey, 3 - 5 April 2014}, publisher = {IEEE}, doi = {10.1109/EduCon.2013.6530275}, pages = {1302 -- 1305}, abstract = {The professional requirements in Software Engineering have become highly volatile due to the complexities of project development and rapid and innovative changes occurring in the field. Therefore, the development of inter-personal and social competences has gained central importance in the training of software developers. This paper will present a concept allowing to acquire competences by using Case Method and Role Play as instruments in several lectures of Software Engineering. By approaching the issue of competence acquisition on a technical as well as on an educational and social level, life-long learning is facilitated and supported.}, language = {en} }