Alexander Bartel

Towards a Competency-based Education with Gamification Design Elements

In this contribution we describe a theoretical way of linking dynamics as gamification design elements with competency-based education. Furthermore the value of the adoption of dynamics is addressed in order to support the design of gamified and competency-based learning on an abstract level of goal definition.

Gamifying the learning of design patterns in software engineering education

In this contribution a process and a way for a standardized documentation are proposed for the creation of gamified and competency-based learning activities. Furthermore the application of the process and its documentation is described by using an exemplary learning activity which was created, implemented and evaluated. The findings indicate, that the use of gamification design elements for learning a design pattern can be effective and successful and can lead to an increase in learning motivation.

Task-based programming learning in higher education

The task-based language learning (TBLL) approach is used in the context of foreign language pedagogy. Since a programming language is also a language by definition, this emerges the question whether the approach can also be used for learning programming. The paper presents fundamentals of the TBLL approach and illustrates how it can be adopted for learning an object-oriented programming language. It gives suggestions for concrete specifications of a task-based programming learning (TBPL) and shows their effects on an exemplary programming task.

Learning Tasks for Software Engineering Education: An exemplary development of learning tasks for software engineering based on didactic function and knowledge type

Learning tasks play an important role in education and especially in higher education. However, there is a significant lack in research regarding these in higher education. A learning task shows several characteristics, whereas the didactic function of a task is mostly considered. Two characteristics of learning tasks are focused in this paper: The didactic function and the type knowledge. Existing types of learning tasks are presented as well as a proposal for learning tasks in software engineering education that considers didactic functions, like elaboration, training or application and types of knowledge, i.e. factual, conceptual, procedural and metacognitive knowledge. This paper aims to serve as a guidance for lecturers who have the purpose to create learning tasks that address both characteristics -- the didactic function and the type of knowledge.

Introducing a Deployment Pipeline for Continuous Delivery in a Software Architecture Course

Continuous Delivery (CD) has emerged to an important concept of software architecture in the last few years. The goal of a CD strategy is to decrease the time to market of an application while increasing the quality of that software. However, literature shows that teaching CD practices in higher education is in an infancy stage. Therefore a new concept for teaching CD practices is developed and demonstrated. In this concept students have to master several different tools and technologies to create an automated software delivery system. This can be achieved by guiding the students through a hands-on project, in which they develop stage by stage a CD pipeline. This paper introduces necessary background information as well as the CD teaching concept with its scaffolded learning approach for implementing a CD pipeline in a software architecture course.

Work in progress: Towards a generic platform for implementing gamified learning arrangements in engineering education

This contribution discusses problems of existing gamified learning platforms as a result of an analysis and reveals a research gap that is addressed using a domain-specific modeling (DSM) approach. Foundations of the DSM approach are described and our vision to use it for improving the creation, adaptability, and extensibility of platforms as well as the exchange of promising gamified learning concepts. Early results are presented and steps ahead are shown.

Feedback-based Learning Through Online Feedback Systems in Higher Education

This work is part of the EVELIN project which is supported by the Bundesministerium fur Bildung und Forschung with the project number 01PL12022C.

Effective Integration of Gamification and Learning Management Systems for Creating Gamified Learning Arrangements

This paper describes ongoing research concerning the effective development of gamified learning arrangements. It shows the necessity for more standardization of the design of such arrangements and reveals potential ways in order to support this need with the use of a domain-specific modeling language. The latter is used by lecturers for designing and exchanging models of gamified learning arrangements and provides the possibility to automatically generate a working learning management system using a language specific generator. The generated learning management system can directly be used by learners and furthermore allows to track the individual learning process for both learners and lecturers.

Entwicklung eines Manifests für spielifizierte Hochschullehre

Durch ein Manifest für spielifizierte Lehre sollen die auf einschlägiger Forschungsliteratur basierenden Besonderheiten spielifizierter Lehr-Lern-Arrangements dargestellt werden um Dozierenden Orientierung bei der Integration derartiger Arrangements in die Hochschullehre zu geben. Zudem soll ein verstärkter Einsatz dieser Konzepte zukünftig weiter motiviert werden. Im Folgenden werden für das Vorhaben wichtige Begriffe eingeführt und aufgezeigt, warum die Spielifizierung in Hochschulkontexten einen Reifegrad besitzt, der die Formulierung eines Manifests zulässt und gleichzeitig die Notwendigkeit dieses Vorhabens hervorhebt.

Learning programming languages through input-providing tasks

Task-based Programming Learning (TBPL) is an approach which is based on ideas of Task-based Language Learning in second language acquisition. It can use output-prompting and input-providing tasks. This paper describes the theoretical background and methodical aspects of the input-providing TBPL variant and its implementation in higher education courses. The approach was implemented and evaluated in five different programming courses from both students (N=165) and lecturers (N=4). It became clear that the TBPL-approach has several positive aspects and that it can serve as a valuable instrument for learning and teaching programming in higher education.