TY - GEN
T1 - The impacts of personal characteristic on educational effectiveness in controlled-project based learning on software intensive systems development
AU - Yamada, Yusuke
AU - Inaga, Shota
AU - Washizaki, Hironori
AU - Kakehi, Katsuhiko
AU - Fukazawa, Yoshiaki
AU - Yamato, Shoso
AU - Okubo, Masashi
AU - Kume, Teruhiko
AU - Tamaki, Manabu
PY - 2014
Y1 - 2014
N2 - In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses.
AB - In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses.
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U2 - 10.1109/CSEET.2014.6816789
DO - 10.1109/CSEET.2014.6816789
M3 - Conference contribution
AN - SCOPUS:84902191377
SN - 9781479949700
T3 - 2014 IEEE 27th Conference on Software Engineering Education and Training, CSEE and T 2014 - Proceedings
SP - 119
EP - 128
BT - 2014 IEEE 27th Conference on Software Engineering Education and Training, CSEE and T 2014 - Proceedings
PB - IEEE Computer Society
T2 - 2014 IEEE 27th Conference on Software Engineering Education and Training, CSEE and T 2014
Y2 - 23 April 2014 through 25 April 2014
ER -