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dc.creatorGasca-Hurtado G.P.spa
dc.creatorGomez M.C.spa
dc.creatorZepeda V.V.spa
dc.date.accessioned2018-10-31T13:44:18Z
dc.date.available2018-10-31T13:44:18Z
dc.date.created2018
dc.identifier.isbn9789899843486spa
dc.identifier.issn21660727spa
dc.identifier.urihttp://hdl.handle.net/11407/4861
dc.descriptionIn the last decade gamification has become as a useful strategy for make work environments more dynamic, specifically because it supports initiatives associated with the increase of performance characteristics of work teams such as motivation and commitment. In addition, in work areas such as education, gamification has spread as a useful strategy for make the classroom more dynamic. On the other hand, in the area of software engineering, the performance and productivity of the work team have been identified as key success factors, with motivation being an essential factor in achieving this success. Therefore, there is an important growth of gamification strategies in the classroom as alternatives to increase the motivation and commitment of the work teams. However, the existing teaching strategies in software engineering omit certain details about how to structure a possible learning environment, such as the classroom. In this work a methodological structure is proposed to gamify an educational environment of software engineering. The objective of this proposal is to contribute to the decrease of causes of failure of software development projects within which is the lack of motivation and commitment as well as social and human factors that affect processes related to software engineering. An example of activities developed in a course of agility for software process improvement of the Universidad de Medellín is presented. The methodological structure proposed was designed using technological tools and web 2.0 tools that managed to accompany the teaching-learning process taking into account defined gamification principles. © 2018 AISTI.spa
dc.language.isospaspa
dc.publisherIEEE Computer Societyspa
dc.relation.isversionofhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85049923206&doi=10.23919%2fCISTI.2018.8399233&partnerID=40&md5=6126871abde9767ba79e11265dc3d447spa
dc.sourceScopusspa
dc.subjectEducaciónspa
dc.subjectGamificationspa
dc.subjectSoftware engineeringspa
dc.subjectComputer aided instructionspa
dc.subjectCurriculaspa
dc.subjectInformation systemsspa
dc.subjectInformation usespa
dc.subjectMotivationspa
dc.subjectProcess engineeringspa
dc.subjectSoftware engineeringspa
dc.subjectTeachingspa
dc.subjectEducational environmentspa
dc.subjectGamificationspa
dc.subjectKey success factorsspa
dc.subjectLearning environmentsspa
dc.subjectPerformance characteristicsspa
dc.subjectSoftware development projectsspa
dc.subjectSoftware Process Improvementspa
dc.subjectTeaching-learning processspa
dc.subjectSoftware designspa
dc.titleGamification experience of an educational environment in software engineening: Gamifying a course of agility for software process improvement [Experiencia de gamificación de un entorno educativo en ingeniería de software: Gamificando un curso de agilidad para la mejora de procesos software]spa
dc.typeConference Paperspa
dc.typeinfo:eu-repo/semantics/publishedVersionspa
dc.typeinfo:eu-repo/semantics/conferenceObjectspa
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccessspa
dc.publisher.programIngeniería de Sistemasspa
dc.contributor.affiliationGasca-Hurtado, G.P., Universidad de Medellín;Gomez, M.C., Universidad de Medellín;Zepeda, V.V., Universidad Católica Del Nortespa
dc.identifier.doi10.23919/CISTI.2018.8399233spa
dc.citation.volume2018-Junespa
dc.citation.spage1spa
dc.citation.epage6spa
dc.publisher.facultyFacultad de Ingenieríasspa
dc.source.bibliographicCitationRednic, E., Toma, A., Organize Distributed Work Environments in A Game-like Fashion;Dorling, A., McCaffery, F., (2012) The Gamification of SPICE, pp. 295-301. , Springer Berlin Heidelberg;Lopez-Fernandez, D., Panadero, A., (2018) Factor Humano en El Desarrollo de Software: Motivando A un Ingeniero, , researchgate.net. Fecha de acceso: 22 de marzo de;Papastergiou, M., Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation (2009) Comput. Educ, 52 (1), pp. 1-12. , Jan;Kapp, K.M., (2012) The Gamification of Learning and Instruction : Game-based Methods and Strategies for Training and Education, , Pfeiffer;Snijders, R., Dalpiaz, F., Brinkkemper, S., Hosseini, M., Ali, R., Ozum, A., REfine: A gamified platform for participatory requirements engineering (2015) 2015 IEEE 1st International Workshop on Crowd-Based Requirements Engineering (CrowdRE), pp. 1-6;Passos, E.B., Medeiros, D.B., Neto, P.A.S., Clua, E.W.G., Turning real-world software development into a game (2011) 2011 Brazilian Symposium on Games and Digital Entertainment, pp. 260-269;Potter, H., Schots, M., Duboc, L., Werneck, V., InspectorX: A game for software inspection training and learning (2014) 2014 IEEE 27th Conference on Software Engineering Education and Training (CSEE and T), pp. 55-64;Barraza, I.D., Zepeda, V.V., Factores sociales y humanos que afectan el proceso de educcion de requerimientos: Una revision sistematica (2017) RISTI-Rev. Iberica Sist. e Tecnol. Informacao, (24), pp. 69-83;Sheth, S., Bell, J., Kaiser, G., (2012) Increasing Student Engagement in Software Engineering with Gamification, , Columbia University Computer Science Technical Reports;(2015) Stacia Viscardi, , https://videoscrum.blogspot.com.co/p/blog-page.html, 30/01/2018;https://scrumology.com/from-The-archives-The-ball-point-game, b. c. GmbH;Spencer, K.F., (2015) Restrospective 4L's, , http://tastycupcakes.org/2015/10/4-ls;(2018), https://kahoot.it/, (Febrero)spa
dc.relation.ispartofesIberian Conference on Information Systems and Technologies, CISTIspa


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