scholarly journals An Application of a Game Development Framework in Higher Education

2009 ◽  
Vol 2009 ◽  
pp. 1-12 ◽  
Author(s):  
Alf Inge Wang ◽  
Bian Wu
Keyword(s):  
Higher Education ◽  
Software Engineering ◽  
Computer Science ◽  
Software Architecture ◽  
Science And Technology ◽  
Computer Game ◽  
Student Interest ◽  
Game Development ◽  
Development Framework

This paper describes how a game development framework was used as a learning aid in a software engineering. Games can be used within higher education in various ways to promote student participation, enable variation in how lectures are taught, and improve student interest. In this paper, we describe a case study at the Norwegian University of Science and Technology (NTNU) where a game development framework was applied to make students learn software architecture by developing a computer game. We provide a model for how game development frameworks can be integrated with a software engineering or computer science course. We describe important requirements to consider when choosing a game development framework for a course and an evaluation of four frameworks based on these requirements. Further, we describe some extensions we made to the existing game development framework to let the students focus more on software architectural issues than the technical implementation issues. Finally, we describe a case study of how a game development framework was integrated in a software architecture course and the experiences from doing so.

Bridging the Academia-Industry Gap in Software Engineering

2014 ◽  
pp. 373-396 ◽  
Author(s):  
Bonnie K. MacKellar ◽  
Mihaela Sabin ◽  
Allen B. Tucker
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Open Source ◽  
Real World ◽  
Software Application ◽  
Development Framework ◽  
Wide Range ◽  
Approach To Teaching ◽  
Development Practice ◽  
Open Source Development

Too often, computer science programs offer a software engineering course that emphasizes concepts, principles, and practical techniques, but fails to engage students in real-world software experiences. The authors have developed an approach to teaching undergraduate software engineering courses that integrates client-oriented project development and open source development practice. They call this approach the Client-Oriented Open Source Software (CO-FOSS) model. The advantages of this approach are that students are involved directly with a client, nonprofits gain a useful software application, and the project is available as open source for other students or organizations to extend and adapt. This chapter describes the motivation, elaborates the approach, and presents the results in substantial detail. The process is agile and the development framework is transferrable to other one-semester software engineering courses in a wide range of institutions.

Digital Home

2014 ◽  
pp. 333-347
Author(s):  
Salamah Salamah ◽  
Massood Towhidnejad ◽  
Thomas Hilburn
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Case Studies ◽  
Teaching Style ◽  
Object Oriented Design ◽  
Study Approach ◽  
Design And Implementation ◽  
Development Life Cycle ◽  
Software Development Life Cycle

While many Software Engineering (SE) and Computer Science (CS) textbooks make use of case studies to introduce difference concepts and methods, the case studies introduced by these texts focus on a specific life-development phase or a particular topic within software engineering object-oriented design and implementation or requirements analysis and specification. Moreover, these case studies usually do not come with instructor guidelines on how to adopt the introduced material to the instructor’s teaching style or to the particular level of the class or students in the class. The DigitalHome Case Study aims at addressing these shortcomings by providing a comprehensive set of artifacts associated with the full software development life-cycle. The project provides an extensive set of case study modules with exercises for teaching different topics in software engineering and computer science, as well as guidance for instructors on how to use these case modules. In this chapter, the authors motivate the use of the case study approach in teaching SE and CS concepts. They provide a description of the DigitalHome case study and the associated artifacts and case modules. The authors also report on the use of the developed material.

Digital Home

2017 ◽  
pp. 1284-1299
Author(s):  
Salamah Salamah ◽  
Massood Towhidnejad ◽  
Thomas Hilburn
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Case Studies ◽  
Teaching Style ◽  
Object Oriented Design ◽  
Study Approach ◽  
Design And Implementation ◽  
Development Life Cycle ◽  
Software Development Life Cycle

While many Software Engineering (SE) and Computer Science (CS) textbooks make use of case studies to introduce difference concepts and methods, the case studies introduced by these texts focus on a specific life-development phase or a particular topic within software engineering object-oriented design and implementation or requirements analysis and specification. Moreover, these case studies usually do not come with instructor guidelines on how to adopt the introduced material to the instructor's teaching style or to the particular level of the class or students in the class. The DigitalHome Case Study aims at addressing these shortcomings by providing a comprehensive set of artifacts associated with the full software development life-cycle. The project provides an extensive set of case study modules with exercises for teaching different topics in software engineering and computer science, as well as guidance for instructors on how to use these case modules. In this chapter, the authors motivate the use of the case study approach in teaching SE and CS concepts. They provide a description of the DigitalHome case study and the associated artifacts and case modules. The authors also report on the use of the developed material.

scholarly journals Where Do IT Staff Position Themselves: A Case Study Exploring Common Ground

10.28945/2604 ◽  
2003 ◽  
Author(s):  
Kay Fielden
Keyword(s):  
Information Systems ◽  
New Zealand ◽  
Software Engineering ◽  
Computer Science ◽  
Participatory Research ◽  
Poster Session ◽  
Common Ground ◽  
Professional Affiliation ◽  
The Core

This paper describes a qualitative participatory research project conducted at the National Advisory Committee on Computing Qualifications Conference in New Zealand (NACCQ2002). Data was gathered at a dynamic poster session. Results obtained indicated that majority of computing academics in the polytechnic community in New Zealand regard themselves as teaching in the core overlapping areas of Software Engineering, Computer Science and Information Systems, regardless of their professional affiliation. Most participants taught subjects that lay within the Information Systems area; very few positioned themselves in the exclusively Computer Science or Software Engineering areas, or in the ove r-lap between Software Engineering and Computer. Results from this research are discussed in the paper.

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