The effectiveness of gamification as a problem-based learning tool on teaching agile project management
I’m from Sao Paulo / Brazil, married with a incredible woman called Francine and I have two lovely children: Sarah (8 years old) and Nicolas (2 years old). Currently enrolled at the master degree program (MSc) in Information Systems Management at the University of Liverpool (UK). Holder of the credentials PMP and PMI-ACP of the Project Management Institute (PMI).
Modern human beings have a shorter attention span than goldfish: ours is, on average, below eight seconds while the little fish can focus for nine seconds.
These decreasing attention levels are driven by people’s constant use of technology. One study found that people’s dependence on digital stimulation has become so high that 67% of men and 25% of women would prefer to experience an electric shock rather than doing nothing for 15 minutes.
My son Joshua (10) wants to know what it would cost to build a bridge between South Africa and Australia. That’s the third question in the last ten minutes. “I dunno,” I confess, and he replies: “But how much do you think?” I direct him to Google.
Schools are finding it increasingly difficult to keep children’s attention. Some studies have reported a 42% increase in Attention Deficit Hyperactivity Disorder in less than a decade.
There are two dominant approaches to young people’s declining attention spans. The first is to say that: “It’s just the modern generation and they will have to adapt”. The second involves medicating children in a bid to make them more compliant and to improve their concentration.
A few days ago, I was an astrophysicist and contributed to a research project by organising sunspot images in order of complexity. After I’d had enough of that, I became a biochemist and worked late into the night on a project creating synthetic RNA.
Actually, I am not a scientist. Before yesterday I hadn’t really studied sunspots and I am still not entirely sure what RNA does. And yet, I was welcomed by the research team. It turns out they didn’t care about my lack of scientific knowledge. What they … Read the rest
My name is Julio Oliveira. Currently I’m finishing the dissertation of my master degree (MSc) in Information Systems Management at the University of Liverpool (UK), with the title: “The effectiveness of gamification as a problem-based learning tool on teaching agile project management”.
Agile Project Management is an iterative process that focuses on customer value first, team interaction over tasks, and adapting to current business reality rather than following a prescriptive plan. It has a set of values, principles, and practices that assist project teams in coming to grips with such challenging environment (Highsmith, 2009).
The products of my MSc dissertation at the University of Liverpool includes two gamified learning activities, focused on teaching agile project management.
To design these learning activities I created a pre-exercise survey for agile instructors, that was answered by several agile instructors. There was a question asking them to rank the four values of the Agile Manifesto in terms of difficulty of comprehension by students, the best placed in the ranking was:
“Responding to change over following a plan.”
The same ranking was answered for the twelve principles of the agile manifesto. The three best placed in the ranking … Read the rest
The products of my MSc dissertation at the University of Liverpool includes two gamified learning activities, focused on teaching agile project management. To design these learning activities I created a pre-exercise survey for agile instructors, that was answered by several agile instructors. According to the results, the most relevant set of game-based mechanics to be covered on the learning activities are: goals, cooperation and time.
With this set of game-based mechanics in mind, I do believe that a cooperative card game , with specific goals and a countdown clock will be a perfect match. The thematic of the game … Read the rest