Game-Based Learning for Information Systems Agile Development

Objectives . Agile methodologies are crucial in software engineering and information systems (IS) development. However, traditional training methods can struggle to convey abstract theoretical concepts effectively and may lead to reduced engagement. We propose that combining several learning methodologies and incorporating serious games and gamification strategies in training can offer a more innovative and engaging approach to improve comprehension. This article outlines a game-based learning strategy designed to instruct information systems students in agile development. Our approach is rooted in active learning principles, incorporating methodologies such as problem/project-based learning, microlearning, collaborative learning, and learning by doing. The course design unfolds in two phases. Initially, participants delve into short, serious games that vividly demonstrate theoretical concepts, followed by brief moments of theoretical exposition. In the subsequent phase, participants apply all the knowledge they have acquired through an extensive project. To illustrate and evaluate the overall process, this approach was implemented to teach Scrum in several training courses. Participants . The participants in this study were information technology and systems students at different academic levels. Study Method . The research model adopted in this work is based on the Design Science Research (DSR) method. Adhering to the DSR method, the study advanced through distinct phases: recognizing the challenge of engaging Agile Development education, formulating a solution with a course design that blends game-based learning and diverse learning methodologies, developing the course artifact, practically implementing it with Scrum with several groups in different contexts, and assessing its effectiveness using pre- and post-course quizzes. The course aimed to instruct participants in agile methods within information system development. Findings . Feedback from the courses was clearly positive, with participants expressing a preference for the proposed game-based approach over traditional expository lecture methods. Pre- and post-course knowledge quizzes revealed a noteworthy increase in correct answers and overall scores in the end. Conclusions . The novelty lies in an integrated approach that combines multiple active learning methodologies—such as game-based learning, microlearning, collaborative learning, project-based learning, and learning by doing—to facilitate the comprehension of theoretical concepts through practical application.