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Experiences in Software Engineering Education: Using Scrum, Agile Coaching, and Virtual Reality

Experiences in Software Engineering Education: Using Scrum, Agile Coaching, and Virtual Reality

Ezequiel Scott, Guillermo Rodríguez, Álvaro Soria, Marcelo Campo
Copyright: © 2014 |Pages: 27
ISBN13: 9781466658004|ISBN10: 1466658002|EISBN13: 9781466658011
DOI: 10.4018/978-1-4666-5800-4.ch013
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MLA

Scott, Ezequiel, et al. "Experiences in Software Engineering Education: Using Scrum, Agile Coaching, and Virtual Reality." Overcoming Challenges in Software Engineering Education: Delivering Non-Technical Knowledge and Skills, edited by Liguo Yu, IGI Global, 2014, pp. 250-276. https://doi.org/10.4018/978-1-4666-5800-4.ch013

APA

Scott, E., Rodríguez, G., Soria, Á., & Campo, M. (2014). Experiences in Software Engineering Education: Using Scrum, Agile Coaching, and Virtual Reality. In L. Yu (Ed.), Overcoming Challenges in Software Engineering Education: Delivering Non-Technical Knowledge and Skills (pp. 250-276). IGI Global. https://doi.org/10.4018/978-1-4666-5800-4.ch013

Chicago

Scott, Ezequiel, et al. "Experiences in Software Engineering Education: Using Scrum, Agile Coaching, and Virtual Reality." In Overcoming Challenges in Software Engineering Education: Delivering Non-Technical Knowledge and Skills, edited by Liguo Yu, 250-276. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5800-4.ch013

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Abstract

Software Engineering courses aim to train students to succeed in meeting the challenges within competitive and ever-changing professional contexts. Thus, undergraduate courses require continual revision and updating so as to cater for the demands of the software industry and guarantee academic quality. In this context, Scrum results in both a suitable and a flexible framework to train students in the implementation of professional software engineering practices. However, current approaches fail to provide guidance and assistance in applying Scrum, or a platform to address limitations in time, scope, and facilities within university premises. In this chapter, the authors present a software engineering training model based on the integration of the Agile Coach role and a virtual-reality platform called Virtual Scrum. The findings highlight the benefits of integrating this innovative model in a capstone course. Not only does this approach strengthen the acquisition of current software engineering practices but also opens new possibilities in the design of training courses.

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