Simplifying Road to Defining a Scientific Problem and Hypothesis through Gamified and Storytelling-Enhanced Teaching of Requirements Engineering

Joint Proceedings of the BIR 2024 Workshops and Doctoral Consortium co-located with 23rd International Conference on Perspectives in Business Informatics Research (BIR 2024). CEUR Workshop Proceedings. Vol.3804 2024
Ksenija Lāce, Mārīte Kirikova

The transition from structured coursework to independent research poses significant challenges for students, particularly in mastering the design science method required for thesis work. To address this issue, the paper proposes implementing gamified learning strategies within a Requirements Engineering course to enhance student readiness for thesis projects. A detailed course outline is provided, demonstrating how gamification, storytelling, and the design science method can be effectively embedded in the curriculum. By integrating these multifaceted teaching methods, the course aims to manage the complexity of preparing students for independent research and thesis writing. The course design refers to Bloom's taxonomy to ensure comprehensive learning outcomes across multiple cognitive levels, thereby fostering a deeper understanding and application of the design science method in engineering education.

Keywords
Gamified teaching, storytelling-enhanced teaching, requirements engineering
Hyperlink
https://ceur-ws.org/Vol-3804/paper9m.pdf

Lāce, K., Kirikova, M. Simplifying Road to Defining a Scientific Problem and Hypothesis through Gamified and Storytelling-Enhanced Teaching of Requirements Engineering. In: Joint Proceedings of the BIR 2024 Workshops and Doctoral Consortium co-located with 23rd International Conference on Perspectives in Business Informatics Research (BIR 2024). CEUR Workshop Proceedings. Vol.3804, Czech Republic, Prague, 11-13 September, 2024. Aachen: RWTH, 2024, pp.141-152. e-ISSN 1613-0073.

Publication language
English (en)