Adapting Scrum for Software Capstone Courses

Autor/inn/en	Chang, Hung-Fu; Shokrolah Shirazi, Mohammad
Titel	Adapting Scrum for Software Capstone Courses
Quelle	In: Informatics in Education, 21 (2022) 4, S.605-634 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-5831
Schlagwörter	Computer Science Education; Capstone Experiences; Learning Experience; Task Analysis; Difficulty Level; Case Studies; Computer Software; Decision Making; Teaching Methods; Student Attitudes; Undergraduate Students; Instructional Effectiveness; Course Descriptions; Teamwork; Student Projects; Active Learning; Indiana (Indianapolis) + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Lernerfahrung; Aufgabenanalyse; Schwierigkeitsgrad; Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Unterrichtserfolg; Kursstrukturplan; Schulprojekt; Aktives Lernen
Abstract	Scrum is a widely-used framework in industry, so many schools apply it to their software engineering courses, particularly capstone courses. Due to the differences between students and industrial professionals, changing Scrum is necessary to fit capstone projects. In this paper, we suggest a decision-making process to assist instructors in developing a strategy to adapt Scrum for their course. This framework considers critical differences, such as student's workloads and course schedules, and keeps the Agile principles and Scrum events. To evaluate the adapted Scrum, we investigated student's learning experiences, satisfaction, and performance by quantitatively analyzing user story points and source codes and qualitatively studying instructor's evaluations, student's feedback, and Sprint Retrospective notes. Our two case studies about adapted Scrum showed that having daily stand-up meetings in every class was not helpful, student's satisfaction positively correlated to the difficulty of the task they tackled, and the project provided good learning experiences. (As Provided).
Anmerkungen	Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01