Authors:
Federico Calabrese
1
;
Luca Piras
2
;
Mohammed Al-Obeidallah
3
;
Benedicta Egbikuadje
2
and
Duaa Alkubaisy
4
Affiliations:
1
Department of Information Engineering and Computer Science, University of Trento, Trento, Italy
;
2
Department of Computer Science, Middlesex University, London, U.K.
;
3
Department of Software Engineering, Al Ain University, Abu Dhabi, U.A.E.
;
4
College of Applied Studies and Community Service, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
Keyword(s):
Requirements Engineering, Acceptance Requirements, Gamification, Goal Models, Goal Modeling Analysis, Software Engineering.
Abstract:
In the last few years, and particularly during and after the COVID-19 pandemic, E-Learning has become a very important and strategic asset for our society, relevant both for academic and industry settings, involving participants ranging from students to professionals. Different applications have been developed to support E-Learning to be an effective tool, particularly in relation to the software engineering and programming areas. However, in order to be effective, in particular within academic settings, such tools require students to be continuously engaged and motivated to learn both practical and theoretical aspects. The integration of gamification in educational environments has gained considerable prominence as a potential mean to augment students’ motivation and involvement, providing them with immediate feedback and reinforcement, bolstering their sense of accomplishment and motivation to persist in their studies. However, to design gamified applications that can effectively e
ngage and motivate users, as the literature has demonstrated, it is required to consider psychological, sociological, and human behavioural aspects, often referred to as Acceptance Requirements. This study presents a case study, where a Goal Modeling-based, Systematic, Acceptance Requirements Analysis and Gamification Design process, has been applied, by using the Agon framework, to prototype a gamified tool, aiming at engaging students towards learning both theory and practice related to a “Web-Based Mobile App Development” university module. To evaluate our proposed prototype, students were involved to use our proposed gamified prototype. The results show that our gamification solution can engage and motivate students towards learning both theoretical and practical aspects of the module.
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