eRiskGame: A Persistent Browser-Based Game for Supporting Project-Based Learning in the Risk Management Context

eRiskGame: A Persistent Browser-Based Game for Supporting Project-Based Learning in the Risk Management Context

Túlio Acácio Bandeira Galvão, Francisco Milton Mendes Neto, Mara Franklin Bonates
Copyright: © 2013 |Pages: 17
DOI: 10.4018/978-1-4666-1945-6.ch067
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Abstract

Motivated by the increasing demand for software engineering professionals, in particular project managers, by the dissemination of the use of games as an attractive instrument in the learning process and by the universalization of the Web platform as a catalyst of human relations nowadays, this chapter proposes the use of a Persistent Browser-Based Game as a support in the qualifying process for new professionals of Project Management. Following the pedagogical theory of the Project-Based Learning - PBL, the game gives the player the opportunity to experience real situations of Project Management by proposing challenges commonly faced in most enterprises. These ever present challenges include unpredictability in the software manufacturing organizations, by means of the use of intelligent agents to assign challenges and common barriers to Software Projects.
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Background

This session introduces the background and the important terms involved in the development of this tool.

Technological Aspects and Motivators

We live in a highly dynamic, diverse and demanding society, where new technologies are constantly seeking to supply the needs and take into account the particularities of that heterogeneous public, which have different time availability, locomotion and spaces. These new technologies have the fundamental role of making these differences transparent, allowing persons with distinct dispositions and skills to interact jeopardizing their performance.

In this context, we have the Web as a powerful resource in the process of teaching and learning, through which we can learn and teach in many ways, in different places and at different speeds. This technology allows the expansion and integration of knowledge in a way that could be fast, dynamic and accessible to all providing the construction/reconstruction and socialization of knowledge for a better individual, social and collective context of all involved.

There has been a growing interest in the use of computer games as a didactic-pedagogical tool, for training, qualification or improvement of skills in several knowledge areas. Not only the academy, but also the industry has shown great interest in this market portion, which already moves $20 million per year (Susi et al., 2007), and attracts more and more attention of those seeking a way not only innovative, but effective to transmit knowledge without the common lack of motivation in the traditional distance education methods.

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