Using Gamification for Adopting Scrum

Despite the wide adoption of agile methodologies, software development teams still struggle to meet time, budget and scope, partially due to practitioners’ lack of motivation to apply agile techniques in practice. In this paper, we present a software tool based on gamification to make Scrum techniques more fun and engaging for practitioners. This paper presents results of the first iteration of a larger research effort that follows the Design Science Research methodology, where a prototype was developed as a Jira Software app and evaluated with a Scrum team in practice. Results suggest that the team’s Scrum practices slightly improved after using the app. Quantitative analysis and a set of interviews with the team members allowed to understand that the proposal should be more challenging and the score system more customized. Hereafter the app will be improved based on received feedback

Software Development with Scrum: A Bibliometric Analysis and Profile

Introduction of the Scrum approach into software engineering has changed the way software is being developed. The Scrum approach emphasizes the active end-user involvement, embracing of change, and /iterative delivery of products. Our study showed that Scrum has different variants or is used in combination with different methods. Some tools not normally used in the conventional software approaches, like gamification, content analysis and grounded theory are also employed. However, Scrum like other software development approach focuses on improvement of software process, software quality, business value, performance, usability and efficiency and at the same time to reduce cost, risk and uncertainty. Contrary to some conventional approaches it also strives to boost soft factors like agility, trust, motivation, responsibility and transparency. The bibliometric synthetic scoping study revealed seven main research themes concerned with the Scrum research

Prepare Students for Software Industry: A case study on an agile full stack project

Reducing the gap between Software Engineering education and the needs in the software industry is a goal for Academia. Advancement in terms of cutting-edge technical skills and good soft skills preparation is the desired goal to shorten the onboarding in the labour market. Generally, in computer science or computer engineering courses, separate subjects exist to teach requirements engineering, analysis and design, coding, or validation. However, integrating all these phases normally requires experience in developing a complete project. The approach presented in this paper has involved the staff of a software company in collaboration with the staff of an academic Institution and resulted in a student's involvement in a full-stack software development project. The student was involved in an agile team composed of teachers and Information Technology (IT) professionals. Scrum framework was followed, and the product was developed using a low-code development platform. Results show that this agile and full stack approach allows students to develop cutting-edge technical and non- technical skills. The paper presents the approach, the achieved results, some lessons learned and some guidelines for the future.info:eu-repo/semantics/publishedVersio

An Exploration of the Use of Gamification in Agile Software Development

Although Project Management has existed for many millennia, software project management is relatively new. As a discipline, software project management is considered difficult. The reasons for this include that software development is non-deterministic; opaque and delivered under ever-increasing time pressure in a volatile environment. Evolving from Incremental and Iterative Development (IID), Agile methodologies have attempted to address these issues by focusing on frequent delivery; working closely with the customer; being responsive to change and preferring working software to extensive documentation. This focus on delivery rather than documentation has sometimes been misrepresented as no documentation, which has led to a shortfall in project metrics. Gamification has its roots in motivation. The aim of gamification is to persuade users to behave in a manner set out by the designer of the gamification. This is achieved by adding game mechanics or elements from games into non-game applications. This dissertation examines the use of gamification in Agile projects and includes an empirical experiment that examines the use of gamification on Agile project tracking. Project tracking is an element of software engineering that acts as a de-motivator for software engineers. Software Engineers are highly motivated by independence and growth, while project tracking is seen as boring work. The dissertation experiment identifies a methodology for applying gamification experiments and then implements an experiment. The result was an overall improvement in project tracking. The experiment needs to be expanded to be run over a longer period of time and a more varied group of development teams

Gamification for Software Development Processes – Relevant Affordances and Design Principles

A Gamified Information System (GIS) implements game concepts and elements, such as affordances and game design principles to motivate people. Based on the idea to develop a GIS to increase the motivation of software developers to perform software quality tasks, the research work at hand aims at investigating relevant requirements from that target group. Therefore, 14 interviews with software development experts are conducted and analyzed. According to the results, software developers prefer the affordances points, narrative storytelling in a multiplayer and a round-based setting. Furthermore, six design principles for the development of a GIS are derived

BPM Adoption at Bilfinger

Big size corporate companies that opt for Business ProcessManagement (BPM) adoption invest a lot in BPM initiatives with theprimary focus on the identification and standardization of best practicesin the different phases of the BPM lifecycle. The business processes de-signed are usually seen as the standard way of executing the processesand tend not be adapted to specific customers' need or changing condi-tions. Furthermore, the acceptance of a paradigm shift by the end usersis an added challenge. This case introduces a success story on BPMadoption in complex environments where different organizational unitswith different needs are involved. The projects executed in different unitsrespond to specific customers’ requirements, which affects the set of pro-cesses to be designed and executed within them. We developed a novelapproach inspired by the Cynefin framework and used it to define processarchitectures and the respective business process models for a subset ofthe units. To ensure the applicability and acceptance of the new paradigmwe followed a number of well-known methodologies and practices (e.g.SCRUM and gamification). As a result, we managed to move from thetraditional function orientation to BPM orientation taking into consid-eration the flexibility needs, and we received very positive feedback fromour end users

Gamification-based The Kampus Merdeka Learning in 4.0 era

Recently, education has been enlivened by the presence of the Merdeka Campus program initiated by Nadiem Makarim. It uses the Kampus Merdeka concept to learn to follow the development of education in the 4.0 era. This change has become a paradigm for Higher Education to build a Merdeka Campus to learn to face challenges in the 4.0 era. However, the challenge is not easy for universities, so that students join the independent program to learn quickly. This study aims to motivate students to participate in independent learning activities in a collaborative learning system with gamification techniques. Gamification is in the form of reward badges for student achievement in all learning activities carried out. The higher education independent learning system is designed using the library study method and Agile Development with two frameworks, namely Laravel and VueJS. It can be proven from the results of the SUS Score Analysis showing the number 92.5 indicating that the independent learning campus system provides positive benefits by gamification of students being more motivated and ready to face learning challenges in the 4.0 era

Preparing students for the software industry new demands

A solid preparation in terms of soft skills and state- of-the-art technical skills in Software Engineering (SE) is a goal for the academy. It also contributes to reducing the gap between Software Engineering education and the software industry's new demands. Generally, in computer science or computer engineering courses, there are separate subjects to teach requirements engineering, analysis, design, coding, or validation. However, integrating all these subjects usually requires experience in developing a complete project. This article describes aspects of an active and collaborative learning approach involving academia and industry actors. The approach presented in this article involved staff from a software company in collaboration with staff from an academic institution. It resulted in a student being involved in an entire software development project. The student was involved in an agile team of faculty and Information Technology (IT) professionals. The Scrum agile framework was followed, and the product was developed using a Low-code development platform. This article presents the approach, details of the project design and implementation, results achieved, lessons learned, and guidelines for the future. The results show that this agile, full-stack approach allows students to develop cutting- edge technical and non-technical skills.info:eu-repo/semantics/publishedVersio