一句话：通过访谈与问卷追踪 Scrum capstone 课程前后学生态度变化，发现协作沟通重要性认知提升、新技术学习难度低于预期。
本文研究基于 Scrum、面向工业客户的软件工程 capstone 项目课程对学生情感学习结果的影响。作者将情感学习定义为学生对软件开发中技术、团队协作和客户交互等方面的重要性与难度的态度变化，收集 14 个 7-9 人学生团队的团队访谈与个人问卷，86 名学生参与访谈，86 份有效问卷。结果显示，课程后学生在重要性和难度上的态度总体朝期望方向转变：57% 表示更理解团队内协作与沟通的重要性，44% 表示学习新技术/编程语言的难度低于预期。研究为课程设计提供依据。
Teaching of software engineering using capstone projects has seen a steady growth over the years with overwhelmingly positive reported experiences. Discerning what students consider of value before and after a software project course, is crucial for developing a relevant curriculum. This paper reports on the affective learning outcomes of a Scrum based capstone course with industrial clients. We measured affective learning as changes in the attitudes towards the difficulty and importance of certain aspects present in software development, including technical, teamwork and customer interaction. Data was collected from 14 student teams of 7-9 members in the form of team interviews and individual surveys, with 86 students participating in the interviews and 86 valid survey answers. Our results show that students largely change their attitudes in the desired direction after the course regarding both importance and difficulty, with 57% reporting an increased understanding of the importance of collaboration and communication within the team and 44% reporting less than expected difficulty in learning new technologies/programming languages.
DOI 原文 ·
@inproceedings{paperbot4552,
title = {How does participating in a capstone project with industrial customers affect student attitudes?},
author = {Maria Paasivaara and Dragoş Vodă and Ville T. Heikkilä and Jari Vanhanen and Casper Lassenius},
booktitle = {ICSE},
year = {2018},
doi = {10.1145/3183377.3183398}
}