Browsing by Subject "Teamwork"

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    Evaluation of an industrial case of gamification in software quality improvement
    (Serious Games Society, 2023-09-04) Say, B.; Altunel, Haluk; Kosa, M.; Koca-Atabey, M.
    The value of industrial-scale gamification interventions for improving software quality is a topic of interest for software engineering research; but it has not frequently been analysed from the perspective of the developer’s experiences. The objective of this study is to qualitatively evaluate developers’ experiences in a team-based, leaderboard-style gamification intervention in a large software house. To understand the dynamics of positive outcomes in improving code security and quality, semi-structured interviews were conducted regarding both technical and psychosocial aspects. Eight members of three different leaderboard teams with different standings in the final leaderboard were interviewed, and the transcripts were examined using Interpretive Phenomenological Analysis. The results showed that the gamification intervention did result in positive individual and team-based awareness and behaviour change in a range of technical practices such as unit testing, code reviewing, and design. Post intervention, the participants discussed how their motivation, sense of belonging, and communication improved, also expressing concerns over attainability and fairness of gamification goals and relevance to existing workload. The experiential perspective emerging from analysed themes gives broader insights in technical and socio-psychological dimensions than available in the current literature.
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    In their words: Student feedback on an international project collaboration
    (ACM, 2010) Chidanandan, A.; Russell-Dag, Lori; Laxer, C.; Ayfer, Reyyan
    In this paper, we describe a collaborative course experience between students from universities in the USA and Turkey. Student teams worked together on a software engineering project for a non-profit organization based in Turkey. The students learned valuable skills in team-work, collaboration-facilitating software tools and working with peers from a different culture and a different time-zone. At the end of the course, in a focus group, students were asked for feedback regarding the course and its outcomes. In this paper, we describe the course from the student perspective. From this, and the instructor's experiences we provide a list of guidelines. Copyright 2010 ACM.
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    Teamwork, communication and empathy: a case study examining social skills in drama class
    (2017-05) Goodman, David Sidney
    This single case study utilizes a mixed method design to explore the learning of key social skills, Teamwork, Communication and Empathy, in a middle school drama class, and whether these skills contributed to learning in other academic subjects. The purpose of this study was to investigate the viewpoints of drama from different perspectives in the educational system. Participants were 193 sixth, seventh, and eighth grade students and 40 teachers and administrators from a private International Baccalaureate (IB) school in Ankara, Turkey. Quantitative data consisted of surveys exploring the level of agreement regarding the learning of these social skills in drama class, and their effects on learning in other subjects. Qualitative data consisted of in depth semi-structured interviews with 12 students and 12 teachers and administrators. Quantitative data were analysed using both descriptive and inferential statistics; inductive content analysis was utilized for qualitative data. The analysis sought to uncover patterns and connections between stakeholder perceptions about drama, and draw conclusions for improved teaching methods, curriculum design and cross-curricular projects. Results revealed that students, teachers and administrators valued drama. Students recognised drama’s effect on teamwork and communication, with less support for the development of empathy and the transference of skills to other subjects. Teachers and administrators returned higher scores than students in all categories, and voiced strong support for drama and its potential for social skills development in children. Implications for classroom practice are developed and discussed based on the results.