Teaching Design Patterns Through Computer Game Development
Journal on Educational Resources in Computing (JERIC)
ABC-Sprints: adapting Scrum to academic game development courses
Proceedings of the Fifth International Conference on the Foundations of Digital Games
The entity system architecture and its application in an undergraduate game development studio
Proceedings of the International Conference on the Foundations of Digital Games
Continuous activity: a pedagogical pattern for active learning
Proceedings of the 16th European Conference on Pattern Languages of Programs
Using Management Methods from the Software Development Industry to Manage Classroom-Based Research
Journal of Cases on Information Technology
| Hi-index | 0.00 |
Project work may be included in any class, but it is fundamental to software engineering courses and senior-level capstone classes. Projects expose students to the practical problems of software development, and provide dynamic and unscripted learning opportunities. However, the very nature of projects creates additional challenges for instructors. Left to themselves, most student teams will descend into crisis mode, spending inordinate amounts of time on the project in the last week or two. Such an ending is inevitably unsatisfying for both the students and the instructor. Clearly, instructor intervention is required, but what kind of intervention is appropriate? For the past two years, this author, a certified Scrum master, has been using a modified version of Scrum as an effective form of intervention.