Abstract:

Self-Regulated Learning (SRL) has been widely recognised as a key competence in higher education, particularly in engineering disciplines where autonomy, planning, and iterative improvement are essential. However, the explicit integration of SRL principles into computer science courses remains limited. This study explores how agile methodologies—specifically Scrum, Kanban, and continuous improvement principles inspired by Lean Six Sigma—can act as a methodological scaffold to support SRL in undergraduate computer science education.

The study analyses the implementation of agile practices in three courses of the Computer Engineering degree at the University of La Laguna (Tenerife): Knowledge Management in Organisations (KMO), Software Systems Analysis (SSA), and Risk Management in Software Engineering (RMSE), delivered during the 2024–2025 academic year. Across the courses, practices inspired by professional environments were introduced, including iterative task planning, flexible deadlines, and continuous feedback during assignment development. In SSA, Trello was used to implement Kanban boards for visual task management and progress monitoring. The courses also differed in teaching load: 37.5 hours in SSA (3.75 ECTS), 41.5 hours in KMO (4.15 ECTS), and 60 hours in RMSE (6 ECTS).

Students’ perceptions were evaluated through a voluntary anonymous survey combining Likert-scale questions and qualitative comments. The survey included eight common questions across the three courses and an open comment section; SSA included five additional items related to Kanban boards (thirteen items in total). Although the survey was initially designed to analyse perceptions of agile methodologies, later analysis showed that several items align with key SRL dimensions, particularly planning, monitoring, and regulation through feedback.

Results collected between December 2024 and February 2025 show participation rates of 31% (16/52 students) in KMO, 80% (4/5) in RMSE, and 100% (8/8) in SSA. Responses based on a five-point Likert scale reveal a positive perception of the implemented agile practices. A large proportion of students selected “agree” or “strongly agree” regarding flexibility in task management and deadlines, reporting improvements in task quality and completeness. Around three-quarters of respondents also selected “agree” or “strongly agree” regarding course organisation, indicating that iterative task structures supported more effective planning of work throughout the semester.

Regarding feedback during assignment development, a clear majority selected “agree” or “strongly agree”, indicating that continuous feedback helped identify errors and improve final submissions. In SSA, responses to Kanban-specific questions show that many students selected “neutral”, “agree”, or “strongly agree” regarding improvements in task organisation and visualisation of project progress. Several students also reported greater autonomy in managing their work, relating to the monitoring phase of SRL.

Overall, the findings suggest that integrating agile practices in computer engineering courses improves students’ perceptions of course organisation and may support processes associated with Self-Regulated Learning. This study highlights the potential of agile methodologies to promote planning, monitoring, and regulation skills in engineering education.

Keywords:

Self-Regulated Learning, Agile Methodologies, Scrum, Kanban, Computer Science Education.