Ball Point Game: Playing or Learning Agile Project Management?
Agile project management has become essential in modern enterprises, particularly in the software industry, due to its flexibility and adaptability. This paper presents an empirical evaluation of the Ball Point Game (BPG), a non-digital serious game designed to teach Agile project management princip...
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| Format: | Article |
| Language: | English |
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IEEE
2025-01-01
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| Series: | IEEE Access |
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| Online Access: | https://ieeexplore.ieee.org/document/10811930/ |
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| author | Maria Lydia Fioravanti Gustavo M. N. Avellar Bruna Oliveira Romeiro Bruna Goncalves Rezende Ellen Francine Barbosa Ana M. Moreno |
| author_facet | Maria Lydia Fioravanti Gustavo M. N. Avellar Bruna Oliveira Romeiro Bruna Goncalves Rezende Ellen Francine Barbosa Ana M. Moreno |
| author_sort | Maria Lydia Fioravanti |
| collection | DOAJ |
| description | Agile project management has become essential in modern enterprises, particularly in the software industry, due to its flexibility and adaptability. This paper presents an empirical evaluation of the Ball Point Game (BPG), a non-digital serious game designed to teach Agile project management principles. The evaluation is based on three case studies conducted with undergraduate students at the University of São Paulo, aiming to explore the following aspects: ability to compare traditional methods and Agile methods; educational effectiveness, particularly regarding player experience and perceived learning; and skills development or improvement. The results indicate that the BPG effectively allows students to properly understand the pros and cons of Agile methodologies, fosters essential project management skills, and provides a positive and engaging learning experience. The BPG proved to be an effective tool for experiential learning by allowing students to go through all stages of the experiential learning cycle. This approach not only made learning more engaging, but also helped students develop essential skills for Agile project management. The study highlights the potential of educational games to bridge the gap between theoretical knowledge and hands-on activities, making them valuable tools in Agile management education. Our work has as novel element the integration of both game-based learning and experience-based learning approaches to teach Agile project management. |
| format | Article |
| id | doaj-art-a82cd089b27e4ba3a5218ca3d2d4abf7 |
| institution | Kabale University |
| issn | 2169-3536 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | IEEE |
| record_format | Article |
| series | IEEE Access |
| spelling | doaj-art-a82cd089b27e4ba3a5218ca3d2d4abf72025-01-03T00:01:30ZengIEEEIEEE Access2169-35362025-01-011313514810.1109/ACCESS.2024.352123710811930Ball Point Game: Playing or Learning Agile Project Management?Maria Lydia Fioravanti0https://orcid.org/0000-0002-3040-700XGustavo M. N. Avellar1https://orcid.org/0000-0002-3340-6766Bruna Oliveira Romeiro2https://orcid.org/0000-0001-6208-3305Bruna Goncalves Rezende3https://orcid.org/0009-0001-5157-3541Ellen Francine Barbosa4https://orcid.org/0000-0003-3275-2293Ana M. Moreno5https://orcid.org/0000-0001-8397-6794ICMC, University of São Paulo (USP), São Carlos, BrazilICMC, University of São Paulo (USP), São Carlos, BrazilICMC, University of São Paulo (USP), São Carlos, BrazilMercado Livre Brasil, Osasco, BrazilICMC, University of São Paulo (USP), São Carlos, BrazilETSI Informáticos, Universidad Politécnica de Madrid (UPM), Madrid, SpainAgile project management has become essential in modern enterprises, particularly in the software industry, due to its flexibility and adaptability. This paper presents an empirical evaluation of the Ball Point Game (BPG), a non-digital serious game designed to teach Agile project management principles. The evaluation is based on three case studies conducted with undergraduate students at the University of São Paulo, aiming to explore the following aspects: ability to compare traditional methods and Agile methods; educational effectiveness, particularly regarding player experience and perceived learning; and skills development or improvement. The results indicate that the BPG effectively allows students to properly understand the pros and cons of Agile methodologies, fosters essential project management skills, and provides a positive and engaging learning experience. The BPG proved to be an effective tool for experiential learning by allowing students to go through all stages of the experiential learning cycle. This approach not only made learning more engaging, but also helped students develop essential skills for Agile project management. The study highlights the potential of educational games to bridge the gap between theoretical knowledge and hands-on activities, making them valuable tools in Agile management education. Our work has as novel element the integration of both game-based learning and experience-based learning approaches to teach Agile project management.https://ieeexplore.ieee.org/document/10811930/Agile management educationAgile project managementcase studyeducational gameempirical evaluationexperiential learning |
| spellingShingle | Maria Lydia Fioravanti Gustavo M. N. Avellar Bruna Oliveira Romeiro Bruna Goncalves Rezende Ellen Francine Barbosa Ana M. Moreno Ball Point Game: Playing or Learning Agile Project Management? IEEE Access Agile management education Agile project management case study educational game empirical evaluation experiential learning |
| title | Ball Point Game: Playing or Learning Agile Project Management? |
| title_full | Ball Point Game: Playing or Learning Agile Project Management? |
| title_fullStr | Ball Point Game: Playing or Learning Agile Project Management? |
| title_full_unstemmed | Ball Point Game: Playing or Learning Agile Project Management? |
| title_short | Ball Point Game: Playing or Learning Agile Project Management? |
| title_sort | ball point game playing or learning agile project management |
| topic | Agile management education Agile project management case study educational game empirical evaluation experiential learning |
| url | https://ieeexplore.ieee.org/document/10811930/ |
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