Skip to main content
SpringerLink
Log in

Using Active Learning to Teach Software Engineering in Game Design Courses

  • Chapter
  • First Online:
Software Engineering for Games in Serious Contexts

  • 252 Accesses

Abstract

Game developers are beginning to understand it is important to approach computer game design like how all software engineers approach projects involving large numbers of people and significant investment of time. Engineering instructors often rely on the traditional lecture model when they teach topics to a classroom of students. Students often fail to engage with the material presented bylecturers. Many engineering educators regard experiential learning as an effective way to train future generations of engineers and game developers. The authors have created two courses that focus on software engineering and game development. These courses were initially offered as traditional lecture classes to both in-person and online groups of students. This chapter describes the authors’ approaches to revising these game design classes to make use of flipped classroom models that rely on active learning, role-play, and gamification to cover software engineering topics in these courses. Students learn to use Agile software engineering practices to design, implement, and test game prototypes. In-person students were surveyed to measure their perceived levels of engagement with course activities. Our assessment data suggests that students attending flipped class meetings were slightly more engaged with the course materials than those taking the class offered using lectures only. Students interacting with the active learning course materials felt better able to apply their knowledge than students in a traditional lecture course.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Becker, K.: Teaching with games: the minesweeper and asteroids experience. J. Comput. Sci. Coll. 17(2), 23–33 (2001)

    Google Scholar 

  2. Jones, R.: Design and implementation of a computer games: a capstone course for undergraduate computer science education. In: Proceedings of 31st SIGCSE Technical Symposium (Austin, TX, March 2000), pp. 260–264. ACM Press, New York, NY (2000)

    Google Scholar 

  3. Pleva, G.: Game programming and the myth of child’s play. J. Comput. Sci. Coll. 20(2), 125–136 (2004)

    Google Scholar 

  4. Claypool, K., Claypool, M.: Software engineering design: teaching software engineering through game design. In: Proceedings of 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, Caparica, Portugal, June 2005, pp. 123–127. ACM Press, New York, NY (2005)

    Google Scholar 

  5. Rollings, A., Morris, D.: Game Architecture and Design. New Riders, Indianapolis, IN (2004)

    Google Scholar 

  6. Maxim, B.R.: Software Requirements Analysis and Design. NIIT, Atlanta, GA (2004)

    Google Scholar 

  7. Samavedham, L., Ragupathi, K.: Facilitating 21st century skills in engineering students. J. Eng. Educ. XXVI(1), 38–49 (2012)

    Google Scholar 

  8. Maxim, B.R., Acharya, S., Brunvand, S., Kessentini, M.: WIP: introducing active learning in a software engineering course. In: Proceedings of the 2017 Annual Meeting of the American Society for Engineering Education, Columbus, OH, June 2017, pp. 1–12

    Google Scholar 

  9. Promoting Active Learning. https://utah.instructure.com/courses/148446/pages/active-learning. Accessed 25 Feb 2016

  10. Prince, M.: Does active learning work? A review of the research. J. Eng. Educ. 93, 223–231 (2004)

    Article  Google Scholar 

  11. Luster-Teasley, S., Hargrove-Leak, S.C., Waters, C.: NSF TUES: Transforming undergraduate environmental engineering laboratories for sustainable engineering using the case studies in the sciences instructional method. In: Proceedings of the 2014 Annual Meeting of the American Society for Engineering Education, Indianapolis, IN, June 2014

    Google Scholar 

  12. Jungic, V., Kaur, H., Mulholland, J., Xin, C.: On flipping the classroom in large first-year calculus courses. Int. J. Math. Educ. Sci. Technol. 46(4), 1–8 (2015)

    Article  Google Scholar 

  13. Raju, P.K., Sanker, C.C.: Teaching real-world issues through case studies. J. Eng. Educ. 88(4), 501–508 (1999)

    Article  Google Scholar 

  14. Nickels, K.M.: Do’s and don’ts of introducing active learning techniques. In: Proceedings of the 2000 Annual Meeting of the American Society for Engineering Education, St. Louis, Missouri, June 2000

    Google Scholar 

  15. Lavelle, J.P., Stimpson, M.T., Brill, E.D.: Flipped out engineering economy: converting a traditional class to an inverted model. In: Krishnamurthy, A., Chan, W.K.V. (eds.) Proceedings of the 2013 Industrial Systems Engineering Research Conference, pp. 397–407 (2013)

    Google Scholar 

  16. Wood, K., Jensen, D., Dutson, A., Green, M.: Active learning approaches in engineering design courses. In: Proceedings of the 2003 Annual Meeting of the American Society for Engineering Education, Nashville, Tennessee, June 2003

    Google Scholar 

  17. Maxim, B.R., Decker, A., Yackley, J.J.: Student engagement in active learning software engineering courses. In: Proceedings of 49th IEEE Annual Frontiers in Education Conference, Cincinnati, OH, October 2019, pp. F3G1–F3G5

    Google Scholar 

  18. Yelamarthi, K., Member, S., Drake, E.: A flipped first-year digital circuits course for engineering and technology students. IEEE Trans. Educ. 58(3), 179–186

    Google Scholar 

  19. Meier, R.D.: Active learning in large lectures. In: Proceedings of the 1999 Annual Meeting of the American Society for Engineering Education, Charlotte, North Carolina, June 1999

    Google Scholar 

  20. Krause, R., Hayton, A.C., Wonoprabowo, J., Loo, L.: Is engagement alone sufficient to ensure “active learning?”. Loma Linda Univ. Stud. J. 2(1) (2017)

    Google Scholar 

  21. Ardis, M., Chenoweth, S., Young, F.: The ‘Soft’ topics in software engineering Education. In: Proceedings of 38th Annual Frontiers in Education Conference (Vol. 1, Oct 2008), pp. F3H1–F3H6. IEEE Press, Saratoga Springs, NY (2008)

    Google Scholar 

  22. Day, J.A., Foley, J.D.: Evaluating a web lecture intervention in a human-computer interaction course. IEEE Trans. Educ. 49(4), 420–431 (2006)

    Article  Google Scholar 

  23. Bishop, J.L., Verleger, M.A.: The flipped classroom: a survey of the research. In: Proceedings of the 2017 Annual Meeting of the American Society for Engineering Education, Atlanta, GA. (2013)

    Google Scholar 

  24. Wu, P., Manohar, P., Acharya, S.: The design and evaluation of class exercises as active learning tools in software verification and validation. Inf. Syst. Educ. J. (2016)

    Google Scholar 

  25. Cheng, L., Ritzhaupt, A.D., Antonenko, P.: Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. Educ. Technol. Res. Dev. 67(4), 793–824 (2018)

    Article  Google Scholar 

  26. Morrison, G.R., Ross, S.M., Kemp, J.E., Kalman, H.: Designing Effective Instruction. Wiley (2010)

    Google Scholar 

  27. Savery, J., Duffy, T.: Problem-based learning: an instructional model and its constructivist framework. Educ. Technol. 35(5), 31–38 (1995)

    Google Scholar 

  28. Silva, A., Bispo, A., Rodriguez, D., Vasquez, F.: Problem-based learning: a proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program. Revista de Gestão. 25(2), 160–177 (2018)

    Article  Google Scholar 

  29. Warnock, J.N., Mohammadi-Aragh, M.J.: Case study: Use of problem-based learning to develop students’ technical and professional skills. Eur. J. Eng. Educ. 41(2), 142–153 (2016)

    Article  Google Scholar 

  30. Dunlap, J.: Problem-based learning and self-efficacy: how a capstone course prepares students for a profession. Educ. Technol. Res. Dev. 53(1), 65–83 (2005)

    Article  Google Scholar 

  31. Urbanic, R.: Developing design and management skills for senior industrial engineering students. J. Learn. Des. 4(3), 35–49 (2011)

    Google Scholar 

  32. Gavin, K.: Case study of a project-based learning course in civil engineering design. Eur. J. Eng. Educ. 36(6), 547–558 (2011)

    Article  Google Scholar 

  33. Souza, M., et al.: Students perception on the use of project-based learning in software engineering education. In: SBES 2019: Proceedings of the XXXIII Brazilian Symposium on Software Engineering, pp. 537–546 (2019)

    Chapter  Google Scholar 

  34. Kothiyal, R., et al.: Effect of think-pair-share in a large CS1 class: 83% sustained engagement. In: Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research (ICER ’13), pp. 137–144. ACM, New York, NY (2013)

    Google Scholar 

  35. Nagappan, M., Williams, L., Ferzli, M., Wiebe, E., Yang, K., Miller, C., Balik, S.: Improving the CS1 experience with pair programming. In: Proceedings of the 34th SIGCSE technical symposium on Computer science education (SIGCSE ’03), pp. 359–362. ACM, New York, NY (2003)

    Chapter  Google Scholar 

  36. Porter, L., Bouvier, D., Cutts, Q., Grissom, S., Lee, C., McCartney, R., Zingaro, D., Simon, B.: A multi-institutional study of peer instruction in introductory computing. In: Proceedings of the 47th ACM Technical Symposium on Computing Science Education (SIGCSE ’16), pp. 358–363. ACM, New York, NY (2016)

    Chapter  Google Scholar 

  37. Greer, T., Hao, Q., Jing, M., Barnes, B.: On the effects of active learning environments in computing education. In: Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE ’19), February 27–March 2, 2019, Minneapolis, MN, 6 pages. ACM, New York, NY

    Google Scholar 

  38. Hoffman, B., Morelli, R., Rosato, J.: Student engagement is key to broadening participation in CS. In: Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE ’19), February 27–March 2, 2019, Minneapolis, MN, 7 pages. ACM, New York, NY

    Google Scholar 

  39. Ham, Y., Myers, B.: Supporting guided onquiry with cooperative learning in computer organization. In: Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE ’19), pp. 273–279. ACM, New York, NY (2019)

    Chapter  Google Scholar 

  40. Stone, J.A., Madigan, E.: Experiences with community-based projects for computing majors. J. Comput. Sci. Coll. 26(6), 64–70 (2011)

    Google Scholar 

  41. Kharitonova, Y., Luo, Y., Park, J.: Redesigning a software development course as a preparation for a capstone. In: Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE ’19), February 27–March 2, 2019, Minneapolis, MN, 7 pages. ACM, New York, NY

    Google Scholar 

  42. Decker, A., Simkins, D.: Leveraging role play to explore the software and game development process. In: Proceedings of 46th IEEE Annual Frontiers in Education Conference, Erie, PA, October 2016, pp. S3F6–S3F10

    Google Scholar 

  43. Simkins, D.: The arts of larp: design, literacy, learning, and community in live-action role play. McFarland, Jefferson, NC (2015)

    Google Scholar 

  44. Moroz-Lapin, K.: Role play in HCI studies. In: Proceedings of the 2009 international conference on HCI Educators: playing with our Education (HCIEd’09), pp. 12–12. British Computer Society, Swinton (2009)

    Google Scholar 

  45. Seland, G.: Empowering end users in design of mobile technology using role play as a method: reflections on the role-play conduction. In: Kurosu, M. (ed.) Proceedings of the 1st International Conference on Human Centered Design: Held as Part of HCI International 2009 (HCD 09), pp. 912–921. Springer, Berlin (2009)

    Chapter  Google Scholar 

  46. Zowghi, D., Paryan, S.: Teaching requirements engineering through role playing: lessons learnt. In: Proceedings of the 11th IEEE International Conference on Requirements Engineering (RE ’03), pp. 233–241. IEEE Computer Society, Washington, DC (2003)

    Chapter  Google Scholar 

  47. Börstler, J.: Improving CRC-card role-play with role-play diagrams. In: Companion to the 20th Annual ACM SIGPLAN Conference on Object-Oriented Programming, Systems, Languages, and Applications (OOPSLA ’05), pp. 356–364. ACM, New York, NY (2005)

    Google Scholar 

  48. Vold, T., Yayilgan, S.Y.: Playful participation for learning in higher education — The introduction of participatory role play simulation in a course at Hedmark University College. In: Proceedings of 2013 International Conference on Information Technology Based Higher Education and Training (ITHET), Antalya, 2013, pp. 1–4

    Google Scholar 

  49. Rudra, A., Jaeger, B., Aitken, A., Chang, V., Helgheim, B.: Virtual team role play using second life for teaching business process concepts. In: Proceedings of 44th Hawaii International Conference on System Sciences (HICSS), Kauai, HI, 2011, pp. 1–8

    Google Scholar 

  50. Maxim, B.R., Kaur, R., Apzynski, C., Edwards, D., Evans, E.: An agile software engineering process improvement game. In: Proceedings of 46th IEEE Annual Frontiers in Education Conference, Erie, PA, October 2016, pp. S3F1–S3F5

    Google Scholar 

  51. Nakamura, T., Maruyama, H., Takashima, A., Sambe, Y.: Role-play exercises for project management education that incorporate a software agent. In: Proceedings 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), Hong Kong, 2012, pp. W2A-8–W2A-14

    Google Scholar 

  52. Navarro, E., Hoek, A.: SimSE: an interactive simulation game for software engineering education. In: Proceeding of the Seventh IASTED International Conference on Computers and Advanced Technology in Education, pp. 12–17 (2004)

    Google Scholar 

  53. Maxim, B.R., Decker, A., Brunvand, S.: Use of role-play and gamification in a software project course. In: Proceedings of 47th IEEE Annual Frontiers in Education Conference, Indianapolis, IN, October 2017, pp. T3D1–T3D5

    Google Scholar 

  54. Yackley, J.J., Maxim, B.R., Brunvand, S., Decker, A.: Active learning and gamification in game design courses. In: Proceedings of Meaningful Play 2018 Conference, East Lansing, MI, October 2018, pp. 165–178

    Google Scholar 

  55. Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C.A., Martínez-Herráiz, J.J.: Gamifying learning experiences: practical implications and outcomes. Comput. Educ. 380–392

    Google Scholar 

  56. Simões, J., Redondo, R.D., Vilas, A.F.: A social gamification framework for a K-6 learning platform. Comput. Hum. Behav. 29, 345–353 (2012)

    Article  Google Scholar 

  57. Gee, J.P.: What Video Games Have to Teach Us About Learning and Literacy, 2nd edn. St. Martin’s Press (2014)

    Google Scholar 

  58. Gee, J.P.: What video games have to teach us about learning and literacy. Comput. Entertain. 1(1), 1–4 (2003)

    Article  Google Scholar 

  59. Vygotsky, L.S.: Mind and Society: The Development of Higher Mental Processes. Harvard University Press (1978)

    Google Scholar 

  60. Granic, I., Lobel, A., Engels, R.: The benefits of playing video games. Am. Psychol. 69(1), 66–78 (2014)

    Article  Google Scholar 

  61. Ott, M., Tavella, M.: A contribution to the understanding of what makes young students genuinely engaged in computer-based learning tasks. Procedia Soc. Behav. Sci. 1(1), 184–188 (2009)

    Article  Google Scholar 

  62. Lee, J.J., Hammer, J.: Gamification in education: what, how, why bother? Definitions and uses. Exchange Organ. Behav. Teach. J. 15(2), 1–5 (2011)

    Google Scholar 

  63. Yang, Y.T.C.: Building virtual cities, inspiring intelligent citizens: digital games for developing students’ problem solving and learning motivation. Comp. Educ. 59(2), 365–377 (2012)

    Article  Google Scholar 

  64. Toth, D., Kayler, M.: Integrating role-playing games into computer science courses as a pedagogical tool. In: Proceedings of the 46th ACM Technical Symposium on Computer Science Education (SIGCSE ’15), pp. 386–391. ACM, New York, NY (2015)

    Chapter  Google Scholar 

  65. Bogost, I.: Gamification is bullshit. http://bogost.com/writing/blog/gamification_is_bullshit/. Accessed 30 Aug 2018

  66. O’Donnell, C.: Getting played: gamification, bullshit, and the rise of algorithmic surveillance. Surveill. Soc. 12(3), 349–359 (2014)

    Article  Google Scholar 

  67. Schell, J.: The Art of Game Design: A Book of Lenses. CRC Press (2015)

    Google Scholar 

  68. Maxim, B.R., Limbaugh, T., Yackley, J.J.: Student engagement in an online software engineering course. In: Proceedings of 51st IEEE Annual Frontiers in Education Conference, Lincoln, NE, October 2021, pp. T3D1–T3D9

    Google Scholar 

  69. Maxim, B.R., Limbaugh, T.: WIP: Engaging software engineering students in synchronous asynchronous on-line course. In: Proceedings of the 2021 Annual Meeting of the American Society for Engineering Education, Long Beach, CA, July 2021, pp. 1–17

    Google Scholar 

Download references

Acknowledgments

This project was partially supported by a grant from the University of Michigan-Dearborn Advancement of Teaching and Learning HUB Creative Teaching Fund.

Author information

Authors and Affiliations

  1. University of Michigan-Dearborn, Dearborn, MI, USA

    Bruce R. Maxim

  2. University of Michigan-Flint, Flint, MI, USA

    Jeffrey J. Yackley

Authors
  1. Bruce R. Maxim
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jeffrey J. Yackley
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bruce R. Maxim .

Editor information

Editors and Affiliations

  1. Kelowna, BC, Canada

    Kendra M. L. Cooper

  2. Fondazione Bruno Kessler, Trento, Italy

    Antonio Bucchiarone

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Maxim, B.R., Yackley, J.J. (2023). Using Active Learning to Teach Software Engineering in Game Design Courses. In: Cooper, K.M.L., Bucchiarone, A. (eds) Software Engineering for Games in Serious Contexts. Springer, Cham. https://doi.org/10.1007/978-3-031-33338-5_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-33338-5_9

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-33337-8

  • Online ISBN: 978-3-031-33338-5

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation