Gamification Applied in the Teaching of Agile Scrum Methodology

  • Luiz Eduardo Guarino de Vasconcelos
  • Leandro Guarino de Vasconcelos
  • Leonardo B. Oliveira
  • Gabriel Guimarães
  • Felipe Ayres
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 738)


The teaching of software development is not trivial, as it faces a great challenge that is to combine theory and practice of many concepts. Agile methodologies combined with active methodologies, such as Problem-based Learning (PBL), generate opportunities in the development of software projects in academic scenarios. However, some teams do not distribute activities evenly among members, hindering the learning and the project development. In this paper, we report a case study on the use of gamification as a motivating agent in the teaching-learning process of the agile Scrum methodology of software development combined with PBL. The gamification process was supported by a game called LevelLearn, that was created by the authors. At the end of the semester, a questionnaire about the influence of the game during the course was answered by the students. The results were satisfactory and showed that gamification motivated students and influenced the involvement with the developed project.


Software engineering Agile methodology Gamification Classroom  


  1. 1.
    CHAOS. The CHAOS Manifesto. Agile Succeeds Three Times More Often Than Waterfall (The Standish Group, 2012)Google Scholar
  2. 2.
    Versionone, Survey: The 11th Annual State of Agile Development Survey, (2017)Google Scholar
  3. 3.
    PGB. Pesquisa Game Brasil. 2017. http://www.pesquisagame\- Accessed 13 Oct 2017
  4. 4.
    K. Huotari, J. Hamari, Defining gamification: a service marketing perspective, in Proceeding of the 16th International Academic MindTrek Conference (MindTrek’12), (ACM, New York, 2012), pp. 17–22.
  5. 5.
    L.C. Stanculescu, A. Bozzon, R. Sips, G. Houben, Work and play: an experiment in enterprise gamification, in Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing (CSCW ’16), (ACM, New York, 2016), pp. 346–358.
  6. 6.
    S.S. Borges, V.H.S. Durelli, H.M. Reis, S. Isotani, A systematic mapping on gamification applied to education, in Proceedings of the 29th Annual ACM Symposium on Applied Computing (SAC ’14), (ACM, New York, 2014), pp. 216–222.
  7. 7.
    J. Schell, The Art of Game Design: A Book of Lenses (Morgan Kaufmann Publishers Inc., San Francisco, CA, 2008) Google Scholar
  8. 8.
    J. Sutherland, K. Schwaber, Scrum Guide, (2013). Accessed 13 Oct 2017
  9. 9.
    EXTREME PROGRAMMING: A Gentle Introduction. Accessed 13 Oct 2017
  10. 10.
    Manifesto for Agile Software Development. http://agilemanife Accessed 13 Oct 2017
  11. 11.
    M. Cohn, Succeeding with Agile: Software Development Using Scrum (AddisonWesley, Ann Arbor, 2010)Google Scholar
  12. 12.
    W. Phillips, S. Subramani, A. Gorantla, V. Phillips, Developing software in the academic environment, in Information Technology: New Generations. Advances in Intelligent Systems and Computing, vol 448, ed. By S. Latifi (Springer, Cham, 2016),
  13. 13.
    L.S. Siles, et al., An integrated academic system prototype using accidents and crises management as PBL, in Information Technology—New Generations. Advances in Intelligent Systems and Computing, vol 558, ed. By S. Latifi (Springer, Cham, 2018).
  14. 14.
    V. Sachdeva, Requirements prioritization in agile: use of planning poker for maximizing return on investment, in Information Technology—New Generations. Advances in Intelligent Systems and Computing, vol 558, ed. By S. Latifi (Springer, Cham, 2017).
  15. 15.
    G. Mehta, X. Luo, N. Parde, K. Patel, B. Rodgers, A. Sistla, Untangled—an interactive mapping game for engineering education, in 2013 IEEE International Conference on Microelectronics Systems Education, (Austin, TX, 2013)Google Scholar
  16. 16.
    S. O’Donovan, J. Gain, P. Marais, A case study in the gamification of a university-level games development course, in Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference (SAICSIT ’13), ed. By P. Machanick, M. Tsietsi (ACM, New York, 2013), pp. 242–251.
  17. 17.
    E. Marasco, L. Behjat, M. Eggermont, W. Rosehart, M. Moshirpour, R. Hugo, Using gamification for engagement and learning in electrical and computer engineering classrooms, in IEEE Frontiers in Education Conference (FIE), (Eire, PA, 2016), pp. 1–4.
  18. 18.
    S. Butler, D.T. Ahmed, Gamification to engage and motivate students to achieve computer science learning goals, in International Conference on Computational Science and Computational Intelligence (CSCI), (Las Vegas, NV, 2016), pp. 237–240.
  19. 19.
  20. 20.
    D.J. Anderson, D. Reinertsen, G. Kanban, Successful Evolutionary Change for Your Technology Business, (2010)Google Scholar
  21. 21.
    B.S. Bloom, J.T. Hastings, G.F. Madaus, Handbook on Formative and Sommative Evaluation of Student Learning (McGrawHill, New York, 1971), p. 923Google Scholar
  22. 22.
    L.J. Cronbach, Coefficient alpha and the internal structure of tests. Psychometrika 16(3), 297–334 (1951)CrossRefGoogle Scholar
  23. 23.
    J.R. Landis, G.G. Koch, The measurement of observer agreement for categorical data. Biometrics. 33(1), 159–174 (1977). Published by: International Biometric Society.
  24. 24.
    S. Sepehr, M. Head, Competition as an element of gamification for learning: an exploratory longitudinal investigation, in Proceedings of the First International Conference on Gameful Design, Research, and Applications (Gamification ’13), (ACM, New York, 2013), pp. 2–9.

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Luiz Eduardo Guarino de Vasconcelos
    • 1
    • 2
  • Leandro Guarino de Vasconcelos
    • 1
    • 2
  • Leonardo B. Oliveira
    • 2
  • Gabriel Guimarães
    • 2
  • Felipe Ayres
    • 2
  1. 1.Faculdade de Tecnologia de Guaratinguetá—FATECGuaratinguetáBrazil
  2. 2.Centro Universitário Teresa D’Ávila—UNIFATEALorenaBrazil

Personalised recommendations