Use of Role-play and Gamification in a Software Project Course

Soft skills are increasingly important to the engineering profession and course modifications are often needed to ensure students have opportunities to practice them prior to graduation. This suggests that engineering programs need to go beyond simply offering industry-based capstone courses and internships. Role-play has a long history as a tool for learning. It can be used to simulate real world practices in environments where consequences can be mitigated safely. In this paper, we discuss the use of team role-play activities to simulate the experience of working in a professional, game development studio as a means of enhancing an advanced undergraduate game design course. In conjunction with the role-play, a gamification framework was used within the course to allow students to customize their course participation. Gamification was used to reward students for compliance with software process steps and for taking the initiative to improve their “soft skills”. In this project, allowing students to negotiate the nature of their activities and rewards helped them develop those skills. We are using student feedback and our own lessons learned to plan the next iteration of this course

Aviation System Analysis Capability Executive Assistant Design

In this technical document, we describe the design developed for the Aviation System Analysis Capability (ASAC) Executive Assistant (EA) Proof of Concept (POC). We describe the genesis and role of the ASAC system, discuss the objectives of the ASAC system and provide an overview of components and models within the ASAC system, and describe the design process and the results of the ASAC EA POC system design. We also describe the evaluation process and results for applicable COTS software. The document has six chapters, a bibliography, three appendices and one attachment

Analyzing Visual Mappings of Traditional and Alternative Music Notation

In this paper, we postulate that combining the domains of information visualization and music studies paves the ground for a more structured analysis of the design space of music notation, enabling the creation of alternative music notations that are tailored to different users and their tasks. Hence, we discuss the instantiation of a design and visualization pipeline for music notation that follows a structured approach, based on the fundamental concepts of information and data visualization. This enables practitioners and researchers of digital humanities and information visualization, alike, to conceptualize, create, and analyze novel music notation methods. Based on the analysis of relevant stakeholders and their usage of music notation as a mean of communication, we identify a set of relevant features typically encoded in different annotations and encodings, as used by interpreters, performers, and readers of music. We analyze the visual mappings of musical dimensions for varying notation methods to highlight gaps and frequent usages of encodings, visual channels, and Gestalt laws. This detailed analysis leads us to the conclusion that such an under-researched area in information visualization holds the potential for fundamental research. This paper discusses possible research opportunities, open challenges, and arguments that can be pursued in the process of analyzing, improving, or rethinking existing music notation systems and techniques.Comment: 5 pages including references, 3rd Workshop on Visualization for the Digital Humanities, Vis4DH, IEEE Vis 201

Towards a Generalised Pedagogical Framework for Creating Mixed-Mode Role-Play in a 3D Virtual Environment

Role-play has proved itself to be an effective teaching method, and role-play within a virtual environment has been found to be more especially so. Thus, there have been many studies concerned with role-play and computer simulation used together; however, up to this point, limitations may still be found with respect to the work which has been done in this area. Some of the major outstanding problems associated with creating virtual environments for learning are: finding the simplest way to model and represent abstract concepts as 3D objects; and implementing the students’ interactions - with each other, with their instructor, and with the represented objects. Also, many projects have focused on only one pedagogical topic. My vision is to introduce a generalized method that facilitates the construction of learning scenarios and renders them as message-passing role-play activities. Then, these activities could be deployed in a virtual environment (VE) in order to help students to become more immersed in the learning process. Each such activity is to be constructed by humanizing a ‘non-human’ object, whereby the students embody and imitate an (often abstract) object which is part of a technological system and which occurs in a virtual world. This can lead to many benefits, such as being able to better support the students’ ability to imagine and visualize such objects, making them more engaged with their learning, enhancing their conceptual understanding, strengthening their reasoning when solving problems related to the topic area, and reinvigorating their interest in learning. This research presents an evaluation of an approach for the creation of a role-play simulation in a role-play supporting virtual environment, which harnesses the advantages of 3D virtual environments in an effective way - in order to benefit the students’ learning in terms of improving their understanding of abstract concepts. Moreover, this approach is generalized and thus extends the previous studies by offering a system that can be applied to a wide range of topics - that involve message-passing role-play scenarios. The approach is presented within a conceptual pedagogical framework that is supported by an analysis of the findings and results from experiments that were conducted in order to validate the framework from both the learning and technical perspectives

Requirements elicitation: A survey of techniques, approaches, and tools

Requirements elicitation is the process of seeking, uncovering, acquiring, and elaborating requirements for computer based systems. It is generally understood that requirements are elicited rather than just captured or collected. This implies there are discovery, emergence, and development elements in the elicitation process. Requirements elicitation is a complex process involving many activities with a variety of available techniques, approaches, and tools for performing them. The relative strengths and weaknesses of these determine when each is appropriate depending on the context and situation. The objectives of this chapter are to present a comprehensive survey of important aspects of the techniques, approaches, and tools for requirements elicitation, and examine the current issues, trends, and challenges faced by researchers and practitioners in this field. © 2005 Springer-Verlag Berlin Heidelberg

Monitoring estuarine wetlands within the Reef 2050 Integrated Monitoring and Reporting Program: final report of the wetlands expert group

This desktop assessment examines current monitoring relevant to estuaries, including programs, coverage, indicators and gaps

Computer Science's Digest Volume 2

This series of textbooks was created for the students of the Systems Engineering Program at the University of Nariño. They have been intentionally written in English to promote reading in a foreign language. The textbooks are a collection of reflections and workshops on specific situations in the field of computer science, based on the authors’ experiences. The main purpose of these textbooks is essentially academic. The way in which the reflections and workshops were constructed follows a didactic structure, to facilitate teaching and learning, making use of English as a second language. This book covers Internet and Multimedia Technology, System Analysis and Design, and Software Engineerin