DELIVER! - An educational game for teaching Earned Value Management in computing courses

Authors:
Christiane Gresse von Wangenheim;Rafael Savi;Adriano Ferreti Borgatto
Affiliations:
Informatics and Statistics Department, Federal University of Santa Catarina, Brazil;Knowledge Engineering and Management Department, Federal University of Santa Catarina, Brazil;Informatics and Statistics Department, Federal University of Santa Catarina, Brazil
Venue:
Information and Software Technology
Year:
2012

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Abstract

Context: To meet the growing need for education in Software Project Management, educational games have been introduced as a beneficial instructional strategy. However, there are no low-cost board games openly available to teach Earned Value Management (EVM) in computing programs. Objective: This paper presents an educational board game to reinforce and teach the application of EVM concepts in the context of undergraduate computing programs complementing expository lessons on EVM basics. Method: The game has been developed based on project management fundamentals and teaching experience in this area. So far, it has been applied in two project management courses in undergraduate computing programs at the Federal University of Santa Catarina. We evaluated motivation, user experience and the game's contribution to learning through case studies on Kirkpatrick's level one based on the perception of the students. Results: First results of the evaluation of the game indicate a perceived potential of the game to contribute to the learning of EVM concepts and their application. The results also point out a very positive effect of the game on social interaction, engagement, immersion, attention and relevance to the course objectives. Conclusion: We conclude that the game DELIVER! can contribute to the learning of the EVM on the cognitive levels of remembering, understanding and application. The illustration of the application of EVM through the game can motivate its usefulness. The game has proven to be an engaging instructional strategy, keeping students on the task and attentive. In this respect, the game offers a possibility to complement traditional instructional strategies for teaching EVM. In order to further generalize and to strengthen the validity of the results, it is important to obtain further evaluations.