(MU-CTL-01-12) Towards Model Driven Game Engineering in SimSYS: Requirements for the Agile Software Development Process Game

Software Engineering (SE) and Systems Engineering (Sys) are knowledge intensive, specialized, rapidly changing disciplines; their educational infrastructure faces significant challenges including the need to rapidly, widely, and cost effectively introduce new or revised course material; encourage the broad participation of students; address changing student motivations and attitudes; support undergraduate, graduate and lifelong learning; and incorporate the skills needed by industry. Games have a reputation for being fun and engaging; more importantly immersive, requiring deep thinking and complex problem solving. We believe educational games are essential in the next generation of e-learning tools. An extensible, freely available, engaging, problem-based game platform that provides students with an interactive simulated experience closely resembling the activities performed in a (real) industry development project would transform the SE/Sys education infrastructure. Our goal is to extend the state-of-the-art research in SE/Sys education by investigating a game development platform (GDP) from an interdisciplinary perspective (education, game research, and software/systems engineering). A meta-model has been proposed to provide a rigourous foundation that integrates the three disciplines. The GDP is intended to support the semi-automated development of collections of scripted games and their execution, where each game embodies a specific set of learning objectives. The games are scripted using a template based approach. The templates integrate three approaches: use cases; storyboards; and state machines (timed, concurrent, hierarchical state machines). The specification templates capture the structure of the game (Game, Acts, Scenes, Screens, Challenges), storyline, characters (player, non-player, external), graphics, music/sound effects, rules, and so on. The instantiated templates are (manually) transformed into XML game scripts that can be loaded into the SimSYS Game Play Engine. As a game is played, the game play events are logged; they are analyzed to automatically assess a player’s accomplishments and automatically adapt the game play script. Currently, we are manually defining a collection of games. The games are being used to ensure the GDP is flexible and reliable (i.e., the prototype can load and correctly run a variety of game scripts), the ontology is comprehensive, and the templates assist in defining well-organized, modular game scripts. In this report, we present the initial part of an Agile Software Development Process game (Act I, Scenes 1 and 2) that embodies learning objectives related to SE fundamentals (requirements, architecture, testing, process); planning with Gantt charts; working with budgets; and selecting a team for an agile development project. A student player is rewarded in the game by getting hired, scoring points, or getting promoted to lead a project. The game has a variety of settings including a classroom, job fair, and a work environment with meeting rooms, cubicles, and a water cooler station. The main non-player characters include a teacher, boss, and an evil peer. In the future, semi-automated support for creating new game scripts will be explored using a wizard interface. The templates will be formally defined, supporting automated transformation into XML game scripts that can be loaded into the SimSYS Game Engine. We also plan to explore transforming the requirements into a notation that can be imported into a commercial tool that supports Statechart simulation

A Survey of Digital Systems Curriculum and Pedagogy in Electrical and Computer Engineering Programs

Digital Systems is one of the basic foundational courses in Electrical and Computer Engineering. One of the challenges in designing and modifying the curriculum for the course is the fast pace of technology change in the area. TTL chips that were in vogue with students building physical circuits, have given way to new paradigms like FPGA based synthesis with hardware description languages such as VHDL. However, updating a course is not as simple as just changing the book, and changing the syllabus. A large amount of work needs to be done in terms of selecting the book that will accommodate the course, the device that should be used, the laboratory content, and even how much time needs to be dedicated for every topic. All these issues, and many more makes it hard to take the decision of updating the course. For that reason, this paper surveys the pedagogy and methodology that is used to teach the digital systems curriculum at different universities. The goal is that it will serve as a resource for faculty looking to update or revamp their digital systems curricula. Within the document they will find a comparative study by electrical and computer engineering program, a list of textbooks, and the devices most commonly used.Cockrell School of Engineerin

ITSB: An Intelligent Tutoring System Authoring Tool

Abstract. Intelligent Tutoring System Builder (ITSB) is an authoring tool designed and developed to aid teachers in constructing intelligent tutoring systems in a multidisciplinary fields. The teacher is needed to create a set of pedagogical fundamentals, which, in line, are inured to automatically build up a broad tutor framework and construct an intelligent tutoring system. In this paper an explanation of the theory and the architecture of the tool is outlined. A presentation of several system components, the requirements of the different components, integration of these components in ITSB tool are shown. Furthermore, implanting of requirements, cognitive principle, and common design fundamentals in the tool to ease the use of teachers. A variety of design matters, an example of building an intelligent tutoring system for teaching Java language using ITSB tool and an evaluation are presented

Learning through play: an educational computer game to introduce radar fundamentals

The information exchange has evolved from traditional books to computers and Internet in a few years' time. Our current university students were born in this age: they learn and have fun with different methods as previous generations did. These digital natives enjoy computer games. Thus, designing games for learning some selected topics could be a good teaching strategy for such collective and also for undergraduate university students. This paper describes the development and test of an educational computer game revolving around radar. The objective of the game RADAR Technology is to teach students about the fundamentals of radar, while having fun during the learning experience. Based on the principle that you learn better what you practice, the authors want to induce students to discover a difficult to understand topic by proposing them a different experience, in a format better adapted to their generation skills. The computer game has been tested with actual students and the obtained results seem to be very promising

Requirements engineering for computer integrated environments in construction

A Computer Integrated Environment (CIE) is the type of innovative integrated information system that helps to reduce fragmentation and enables the stakeholders to collaborate together in business. Researchers have observed that the concept of CIE has been the subject of research for many years but the uptake of this technology has been very limited because of the development of the technology and its effective implementation. Although CIE is very much valued by both industrialists and academics, the answers to the question of how to develop and how to implement it are still not clear. The industrialists and researchers conveyed that networking, collaboration, information sharing and communication will become popular and critical issues in the future, which can be managed through CIE systems. In order for successful development of the technology, successful delivery, and effective implementation of user and industry-oriented CIE systems, requirements engineering seems a key parameter. Therefore, through experiences and lessons learnt in various case studies of CIE systems developments, this book explains the development of a requirements engineering framework specific to the CIE system. The requirements engineering process that has been developed in the research is targeted at computer integrated environments with a particular interest in the construction industry as the implementation field. The key features of the requirements engineering framework are the following: (1) ready-to-use, (2) simple, (3) domain specific, (4) adaptable and (5) systematic, (6) integrated with the legacy systems. The method has three key constructs: i) techniques for requirements development, which includes the requirement elicitation, requirements analysis/modelling and requirements validation, ii) requirements documentation and iii) facilitating the requirements management. It focuses on system development methodologies for the human driven ICT solutions that provide communication, collaboration, information sharing and exchange through computer integrated environments for professionals situated in discrete locations but working in a multidisciplinary and interdisciplinary environment. The overview for each chapter of the book is as follows; Chapter 1 provides an overview by setting the scene and presents the issues involved in requirements engineering and CIE (Computer Integrated Environments). Furthermore, it makes an introduction to the necessity for requirements engineering for CIE system development, experiences and lessons learnt cumulatively from CIE systems developments that the authors have been involved in, and the process of the development of an ideal requirements engineering framework for CIE systems development, based on the experiences and lessons learnt from the multi-case studies. Chapter 2 aims at building up contextual knowledge to acquire a deeper understanding of the topic area. This includes a detailed definition of the requirements engineering discipline and the importance and principles of requirements engineering and its process. In addition, state of the art techniques and approaches, including contextual design approach, the use case modelling, and the agile requirements engineering processes, are explained to provide contextual knowledge and understanding about requirements engineering to the readers. After building contextual knowledge and understanding about requirements engineering in chapter 2, chapter 3 attempts to identify a scope and contextual knowledge and understanding about computer integrated environments and Building Information Modelling (BIM). In doing so, previous experiences of the authors about systems developments for computer integrated environments are explained in detail as the CIE/BIM case studies. In the light of contextual knowledge gained about requirements engineering in chapter 2, in order to realize the critical necessity of requirements engineering to combine technology, process and people issues in the right balance, chapter 4 will critically evaluate the requirements engineering activities of CIE systems developments that are explained in chapter 3. Furthermore, to support the necessity of requirements engineering for human centred CIE systems development, the findings from semi-structured interviews are shown in a concept map that is also explained in this chapter. In chapter 5, requirements engineering is investigated from different angles to pick up the key issues from discrete research studies and practice such as traceability through process and product modelling, goal-oriented requirements engineering, the essential and incidental complexities in requirements models, the measurability of quality requirements, the fundamentals of requirements engineering, identifying and involving the stakeholders, reconciling software requirements and system architectures and barriers to the industrial uptake of requirements engineering. In addition, a comprehensive research study measuring the success of requirements engineering processes through a set of evaluation criteria is introduced. Finally, the key issues and the criteria are comparatively analyzed and evaluated in order to match each other and confirm the validity of the criteria for the evaluation and assessment of the requirements engineering implementation in the CIE case study projects in chapter 7 and the key issues will be used in chapter 9 to support the CMM (Capability Maturity Model) for acceptance and wider implications of the requirements engineering framework to be proposed in chapter 8. Chapter 6 explains and particularly focuses on how the requirements engineering activities in the case study projects were handled by highlighting strengths and weaknesses. This will also include the experiences and lessons learnt from these system development practices. The findings from these developments will also be utilized to support the justification of the necessity of a requirements engineering framework for the CIE systems developments. In particular, the following are addressed. • common and shared understanding in requirements engineering efforts, • continuous improvement, • outputs of requirement engineering • reflections and the critical analysis of the requirements engineering approaches in these practices. The premise of chapter 7 is to evaluate and assess the requirements engineering approaches in the CIE case study developments from multiple viewpoints in order to find out the strengths and the weaknesses in these requirements engineering processes. This evaluation will be mainly based on the set of criteria developed by the researchers and developers in the requirements engineering community in order to measure the success rate of the requirements engineering techniques after their implementation in the various system development projects. This set of criteria has already been introduced in chapter 5. This critical assessment includes conducting a questionnaire based survey and descriptive statistical analysis. In chapter 8, the requirements engineering techniques tested in the CIE case study developments are composed and compiled into a requirements engineering process in the light of the strengths and the weaknesses identified in the previous chapter through benchmarking with a Capability Maturity Model (CMM) to ensure that it has the required level of maturity for implementation in the CIE systems developments. As a result of this chapter, a framework for a generic requirements engineering process for CIE systems development will be proposed. In chapter 9, the authors will discuss the acceptance and the wider implications of the proposed framework of requirements engineering process using the CMM from chapter 8 and the key issues from chapter 5. Chapter 10 is the concluding chapter and it summarizes the findings and brings the book to a close with recommendations for the implementation of the Proposed RE framework and also prescribes a guideline as a way forward for better implementation of requirements engineering for successful developments of the CIE systems in the future

On the influence of creativity in basic programming learning at a first-year Engineering course

Teaching fundamentals of programming is a complex task that involves the students’ acquisition of diverse knowledge and skills. It is also well known that programming often requires a certain degree of creativity. There are some studies on how to foster creativity with programming, but few studies have analyzed the influence of students creativity on their performance as programmers. In this paper we present the results of a study, with a sample of 89 freshmen engineering students. Our results suggest (p<0.01) that a high level of creativity is correlated with achieving excellence in programming. Creativity is a generic competence which is not currently covered with in most engineering curricula, and we conclude it should be taken into account. Females, diverse thinking student and some disadvantage groups may benefit from a free-thinking environment in the classroom, in particular at their first-year in college.Peer ReviewedPostprint (author's final draft

Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains