Abstract
For some time now, computer games have played an important role in both children and adults’ leisure activities. While there has been much written on the negative aspects of computer games, it has also been recognised that they have potential advantages and benefits. There is no doubt that computer games can be highly engaging and incorporate features that are extremely compelling. It is these highly engaging features of computer games that have attracted the interests of educationalists. The use of games-based learning has been growing for some years now, however, within software engineering there is still a dearth of empirical evidence to support this approach. In this paper, we examine the literature on the use of computer games to teach software engineering concepts and describe a computer game we have been developing to teach these concepts.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Connolly, T.M., McLellan, E., Stansfield, M.H., Ramsay, J., Sutherland, J.: Applying Computer Games Concepts to Teaching Database Analysis and Design. In: International Conference on Computer Games, AI, Design and Education, Reading, UK (November 2004)
DeGrace, P., Hulet Stahl, L.: Wicked Problems, Righteous Solutions: A Catalog of Modern Engineering Paradigms. Prentice Hall, Englewood Cliffs (1998)
Armarego, J.: Advanced Software Design: A Case in Problem-Based Learning. In: Proceedings of the 15th Conference on Software Engineering Education and Training, Covington, Kentucky, USA, February 25–27, 2002, pp. 44–54 (2002)
Oh, E., Van der Hoek, A.: Adapting Game Technology to Support Individual and Organizational Learning. In: Proceedings of the 13th International Conference on Software Engineering and Knowledge Engineering, Buenos Aires, Argentina (2001)
Shaffer, D.W.: Pedagogical Praxis: The Professions as Models for Postindustrial Education. The Teachers College Record 106(7), 1401–1421 (2004)
Lave, J.: Situating learning in communities of practice. American Psychological Association, Washington (1991)
Lave, J., Wenger, E.: Situated learning: Legitimate peripheral participation. Cambridge University Press, Cambridge (1991)
Shaffer, D.W.: Epistemic frames and islands of expertise: Learning from infusion experiences. In: Proceedings International Conference of the Learning Sciences, Santa Monica, CA. Retrieved July 28, 2005, from http://www.education.wisc.edu/edpsych/facstaff
Shaffer, D.W., Resnick, M.: Thick authenticity: New media and authentic learning. J. of Interactive Learning Research 10(2), 195–215 (1999)
Connolly, T.M., Begg, C.E.: A constructivist-based approach to teaching database analysis and design. J. of Information Systems Education 17(1), 43–54 (2006)
Schön, D.A.: The Reflective Practitioner: How Professionals Think in Action. Basic Books, New York (1983)
Schön, D.A.: Educating the Reflective Practitioner: Towards a New Design for Teaching in the Professions. Jossey-Bass Inc., San Fransisco (1987)
Connolly, T.M., Stansfield, M.H.: From eLearning to games-based eLearning: using interactive technologies in teaching an IS course. International Journal of Information Technology and Management (2007)
Kriz, W.C.: Creating effective learning environments and learning organizations through gaming simulation design. Simulation and Gaming 34(4), 495–511 (2003)
Koehler, M.J., Mishra, P.: Teachers Learning Technology by Design. J. of Computing in Teacher Education 21(3) (2005)
Piaget, J.: Six Psychological Studies. Vintage Books, New York (1968)
Forman, E., McPhail, J.: Vygotskian perspectives on children’s collaborative problem-solving activities. In: Forman, E.A., Minick, N., Stone, C.A. (eds.) Contexts for learning. Sociocultural dynamics in children’s development, Oxford University Press, Oxford (1993)
Illeris, K.: Towards a contemporary and comprehensive theory of learning. International J. of Lifelong Learning 22(4), 396–406 (2003)
Kensing, F., Blomberg, J.: Participatory design: issues and concerns. Computer Supported Cooperative Work 7, 167–185 (1998)
Cherry, C., Macredie, R.D.: The importance of context within information system design: an assessment of participative design. Requirements Engineering 4, 103–114 (1999)
Connolly, T.M., Begg, C.E.: Database Systems: A practical approach to design, implementation, and management, 4th edn. Addison Wesley Longman, England (2005)
Connolly, T.M., Begg, C.E.: Database Solutions: A step-by-step approach to building databases, 2nd edn. Addison Wesley Longman, England (2002)
Mandl-Striegnitz, P.: How to Successfully Use Software Project Simulation for Educating Software Project Managers. In: Proceedings of the 31st Frontiers in Education Conference, Nevada, USA (2001)
Connolly, T.M., Stansfield, M.H., Hainey, T.: An Application of Games-based Learning within Software Engineering. British J. of Educational Technology 38(3), 416–418 (2007)
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2008 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Connolly, T.M., Stansfield, M., Hainey, T. (2008). Using Games-Based Learning to Teach Software Engineering. In: Filipe, J., Cordeiro, J. (eds) Web Information Systems and Technologies. WEBIST 2007. Lecture Notes in Business Information Processing, vol 8. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-68262-2_22
Download citation
DOI: https://doi.org/10.1007/978-3-540-68262-2_22
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-68257-8
Online ISBN: 978-3-540-68262-2
eBook Packages: Computer ScienceComputer Science (R0)