Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?

Autores
Scott, Mario Ezequiel; Rodríguez, Guillermo Horacio; Soria, Alvaro; Campo, Marcelo Ricardo
Año de publicación
2014
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Teaching agile practices is in the cutting-edge of Software Engineering education since agile methodologies are widely used in the industry. An effective strategy to teach agile practices is the use of a capstone project, in which students develop requirements following an agile methodology. To improve students? learning experience, professors have to keep track and analyze the information generated by the students during the capstone project development. The problem here arises from the large amount of information generated in the learning process, which hinders professors to meet each student?s learning profile. Particularly, to know the students skills and preferences are key aspects on a learner-centered approach of education in order to personalize the teaching. In this work, we aim to discover the relationships between students? performance along a Scrum-based capstone project and their learning style according to the Felder?Silverman model, towards a first step to build the profiles. To address this issue, we mined association rules from the interaction of 33 Software Engineering students with Virtual Scrum, a tool that supports the development of the capstone project in the course. In the present work we describe promising results in experiments with a case-study.
Fil: Scott, Mario Ezequiel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; Argentina
Fil: Rodríguez, Guillermo Horacio. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; Argentina
Fil: Soria, Alvaro. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; Argentina
Fil: Campo, Marcelo Ricardo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; Argentina
Materia
Software Engineering
Agile Software Developmen
Software Engineering Education
Learning Styles
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/6777
Acceder
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repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?Scott, Mario EzequielRodríguez, Guillermo HoracioSoria, AlvaroCampo, Marcelo RicardoSoftware EngineeringAgile Software DevelopmenSoftware Engineering EducationLearning Styleshttps://purl.org/becyt/ford/1.2https://purl.org/becyt/ford/1Teaching agile practices is in the cutting-edge of Software Engineering education since agile methodologies are widely used in the industry. An effective strategy to teach agile practices is the use of a capstone project, in which students develop requirements following an agile methodology. To improve students? learning experience, professors have to keep track and analyze the information generated by the students during the capstone project development. The problem here arises from the large amount of information generated in the learning process, which hinders professors to meet each student?s learning profile. Particularly, to know the students skills and preferences are key aspects on a learner-centered approach of education in order to personalize the teaching. In this work, we aim to discover the relationships between students? performance along a Scrum-based capstone project and their learning style according to the Felder?Silverman model, towards a first step to build the profiles. To address this issue, we mined association rules from the interaction of 33 Software Engineering students with Virtual Scrum, a tool that supports the development of the capstone project in the course. In the present work we describe promising results in experiments with a case-study.Fil: Scott, Mario Ezequiel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; ArgentinaFil: Rodríguez, Guillermo Horacio. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; ArgentinaFil: Soria, Alvaro. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; ArgentinaFil: Campo, Marcelo Ricardo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; ArgentinaElsevier2014-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/6777Scott, Mario Ezequiel; Rodríguez, Guillermo Horacio; Soria, Alvaro; Campo, Marcelo Ricardo; Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?; Elsevier; Computers in Human Behavior; 36; 7-2014; 56-640747-5632enginfo:eu-repo/semantics/altIdentifier/url/http://www.sciencedirect.com/science/article/pii/S0747563214001496info:eu-repo/semantics/altIdentifier/doi/10.1016/j.chb.2014.03.027info:eu-repo/semantics/altIdentifier/doi/info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:48:09Zoai:ri.conicet.gov.ar:11336/6777instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:48:09.688CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?
title Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?
spellingShingle Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?
Scott, Mario Ezequiel
Software Engineering
Agile Software Developmen
Software Engineering Education
Learning Styles
title_short Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?
title_full Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?
title_fullStr Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?
title_full_unstemmed Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?
title_sort Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?
dc.creator.none.fl_str_mv Scott, Mario Ezequiel
Rodríguez, Guillermo Horacio
Soria, Alvaro
Campo, Marcelo Ricardo
author Scott, Mario Ezequiel
author_facet Scott, Mario Ezequiel
Rodríguez, Guillermo Horacio
Soria, Alvaro
Campo, Marcelo Ricardo
author_role author
author2 Rodríguez, Guillermo Horacio
Soria, Alvaro
Campo, Marcelo Ricardo
author2_role author
author
author
dc.subject.none.fl_str_mv Software Engineering
Agile Software Developmen
Software Engineering Education
Learning Styles
topic Software Engineering
Agile Software Developmen
Software Engineering Education
Learning Styles
purl_subject.fl_str_mv https://purl.org/becyt/ford/1.2
https://purl.org/becyt/ford/1
dc.description.none.fl_txt_mv Teaching agile practices is in the cutting-edge of Software Engineering education since agile methodologies are widely used in the industry. An effective strategy to teach agile practices is the use of a capstone project, in which students develop requirements following an agile methodology. To improve students? learning experience, professors have to keep track and analyze the information generated by the students during the capstone project development. The problem here arises from the large amount of information generated in the learning process, which hinders professors to meet each student?s learning profile. Particularly, to know the students skills and preferences are key aspects on a learner-centered approach of education in order to personalize the teaching. In this work, we aim to discover the relationships between students? performance along a Scrum-based capstone project and their learning style according to the Felder?Silverman model, towards a first step to build the profiles. To address this issue, we mined association rules from the interaction of 33 Software Engineering students with Virtual Scrum, a tool that supports the development of the capstone project in the course. In the present work we describe promising results in experiments with a case-study.
Fil: Scott, Mario Ezequiel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; Argentina
Fil: Rodríguez, Guillermo Horacio. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; Argentina
Fil: Soria, Alvaro. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; Argentina
Fil: Campo, Marcelo Ricardo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; Argentina
description Teaching agile practices is in the cutting-edge of Software Engineering education since agile methodologies are widely used in the industry. An effective strategy to teach agile practices is the use of a capstone project, in which students develop requirements following an agile methodology. To improve students? learning experience, professors have to keep track and analyze the information generated by the students during the capstone project development. The problem here arises from the large amount of information generated in the learning process, which hinders professors to meet each student?s learning profile. Particularly, to know the students skills and preferences are key aspects on a learner-centered approach of education in order to personalize the teaching. In this work, we aim to discover the relationships between students? performance along a Scrum-based capstone project and their learning style according to the Felder?Silverman model, towards a first step to build the profiles. To address this issue, we mined association rules from the interaction of 33 Software Engineering students with Virtual Scrum, a tool that supports the development of the capstone project in the course. In the present work we describe promising results in experiments with a case-study.
publishDate 2014
dc.date.none.fl_str_mv 2014-07
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/6777
Scott, Mario Ezequiel; Rodríguez, Guillermo Horacio; Soria, Alvaro; Campo, Marcelo Ricardo; Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?; Elsevier; Computers in Human Behavior; 36; 7-2014; 56-64
0747-5632
url http://hdl.handle.net/11336/6777
identifier_str_mv Scott, Mario Ezequiel; Rodríguez, Guillermo Horacio; Soria, Alvaro; Campo, Marcelo Ricardo; Are Learning Styles Useful Indicators to Discover How Students Use Scrum for the First Time?; Elsevier; Computers in Human Behavior; 36; 7-2014; 56-64
0747-5632
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://www.sciencedirect.com/science/article/pii/S0747563214001496
info:eu-repo/semantics/altIdentifier/doi/10.1016/j.chb.2014.03.027
info:eu-repo/semantics/altIdentifier/doi/
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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