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.
Date of creation, presentation, or exhibit
Department, Program, or Center
School of Interactive Games and Media (GCCIS)
B. R. Maxim, S. Brunvand and A. Decker, "Use of role-play and gamification in a software project course," 2017 IEEE Frontiers in Education Conference (FIE), Indianapolis, IN, 2017, pp. 1-5, doi: 10.1109/FIE.2017.8190501.
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