Abstract:

This paper presents findings from two experiments conducted to explore innovative teaching methods in software engineering education, focusing on requirements engineering (RE). The first experiment compared the effectiveness of a simulated stakeholder approach versus a problem-based approach in teaching RE concepts. Results indicate that students perceived the simulated stakeholder approach as more effective, although some challenges, such as managing open-ended elicitation and ambiguity, were noted. Recommendations for improvement include extended stakeholder engagement and employing a different instructor for role-playing.

The second experiment compared the simulated stakeholder role-playing (RP) approach with LEGO Serious Play (LSP). Significant differences were observed between the two approaches in terms of course grades, understanding of RE concepts, perceived importance of the activity, understanding of requirement elicitation techniques, understanding of requirement specification, and perceived realism. While both approaches fostered teamwork skills, the RP approach was found to be more effective in conveying RE concepts and writing requirement specifications.

Overall, the findings suggest that while challenges exist, the simulated stakeholder RP approach holds promise in enhancing students' understanding of RE. Recommendations for improvement include extensive stakeholder interactions, employing different instructors for role-play, and selecting problems relevant to students' daily lives. These insights provide valuable guidance for educators seeking to enhance the effectiveness of RE education through student-centered teaching methods.

Keywords:

Active learning, Student-centered learning, Engineering Education, role-playing, Serious Play.