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Using Active Learning and Gamification to Teach Software Engineering in Game Design Courses

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Conference

2023 ASEE Annual Conference & Exposition

Location

Baltimore , Maryland

Publication Date

June 25, 2023

Start Date

June 25, 2023

End Date

June 28, 2023

Conference Session

Software Engineering Division (SWED) Technical Session 1

Tagged Division

Software Engineering Division (SWED)

Tagged Topic

Diversity

Page Count

21

DOI

10.18260/1-2--44563

Permanent URL

https://peer.asee.org/44563

Download Count

347

Paper Authors

biography

Bruce R. Maxim University of Michigan, Dearborn Orcid 16x16 orcid.org/0000-0002-0979-7787

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Bruce R. Maxim is Professor of CIS and the Nattu Natarajan Professor of Engineering. He has worked as a software engineer, project manager, professor, author, and consultant for more than forty years. His research interests include software engineering, human computer interaction, game design, and artificial intelligence

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biography

Jeffrey Jonathan Yackley University of Michigan, Flint Orcid 16x16 orcid.org/0000-0001-6383-7359

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Jeffrey J. Yackley is an assistant professor of software engineering in the College of Innovation and Technology at the University of Michigan – Flint. Jeff earned his doctorate in Computer and Information Science from the University of Michigan - Dearborn in 2022. His research focuses on software engineering, applied artificial intelligence, game design, and computer science education.

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Abstract

The authors teach two courses focused on software engineering and game development. They critically examined lecture heavy versions of these courses for opportunities to introduce active learning materials in both the face-to-face delivery and online delivery of the courses. Using active learning techniques, the authors sought to improve the students’ levels of engagement while teaching how to design, implement, and test 2D and 3D video games. The students learn to use agile software engineering practices, most notably Scrum and Kanban, to deliver incremental game prototypes in each course whereas the focus of the second course is a term-long roleplay where students play the roles of developer-owners of a failing game company. In-person and online students were surveyed to measure their perceived levels of engagement with course activities. Using these assessments the authors demonstrate that it is possible to move an in-person active learning course to online delivery without significant loss of student satisfaction or perceptions of engagement with the course material. Ultimately, credit belongs to the active learning components of the classes and the levels of student interaction that accompany them for making this transition possible despite the environmental changes.

Maxim, B. R., & Yackley, J. J. (2023, June), Using Active Learning and Gamification to Teach Software Engineering in Game Design Courses Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44563

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