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dc.contributor.author
Scott, Mario Ezequiel
dc.contributor.author
Rodríguez, Guillermo Horacio
dc.contributor.author
Soria, Alvaro
dc.contributor.author
Campo, Marcelo Ricardo
dc.date.available
2018-09-06T18:49:36Z
dc.date.issued
2016-01
dc.identifier.citation
Scott, Mario Ezequiel; Rodríguez, Guillermo Horacio; Soria, Alvaro; Campo, Marcelo Ricardo; Towards better Scrum learning using learning styles; Elsevier Science Inc; Journal Of Systems And Software; 111; 1-2016; 242-253
dc.identifier.issn
0164-1212
dc.identifier.uri
http://hdl.handle.net/11336/58570
dc.description.abstract
Considerable attention has been paid to teaching Scrum in software engineering education as an academic response to the software industry's demands. In order to reinforce and strengthen the understanding of Scrum concepts, professors should personalize the learning process, catering for students' individual learning characteristics. To address this issue, learning styles become effective to understand students' different ways of learning. In this context, the meshing hypothesis claims that when both teaching and learning styles are aligned, the students' learning experience is enhanced. However, the literature fails to evidence support for the meshing hypothesis in the context of software engineering education. We aim to corroborate the meshing hypothesis by using teaching strategies matching the Felder-Silverman Learning Style Model in a Scrum course. Based on previous findings, we focused on the processing dimension of the model. To validate our approach, two experiments were conducted in an undergraduate software engineering course in the academic years 2013 and 2014. We provided students with a Scrum class by applying teaching strategies suiting students' learning style. Test results corroborate that students' outcomes improved when receiving the strategy that match their learning styles. Our data highlight opportunities for improving software engineering education by considering the students' learning preferences.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Elsevier Science Inc
dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
Agile Software Development
dc.subject
Learning Styles
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Software Engineering Education
dc.subject.classification
Ciencias de la Computación
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Ciencias de la Computación e Información
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CIENCIAS NATURALES Y EXACTAS
dc.title
Towards better Scrum learning using learning styles
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2018-09-05T15:52:10Z
dc.journal.volume
111
dc.journal.pagination
242-253
dc.journal.pais
Estados Unidos
dc.journal.ciudad
Nueva York
dc.description.fil
Fil: Scott, Mario Ezequiel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil. Instituto Superior de Ingeniería del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de Ingeniería del Software; Argentina
dc.description.fil
Fil: Rodríguez, Guillermo Horacio. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil. Instituto Superior de Ingeniería del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de Ingeniería del Software; Argentina
dc.description.fil
Fil: Soria, Alvaro. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil. Instituto Superior de Ingeniería del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de Ingeniería del Software; Argentina
dc.description.fil
Fil: Campo, Marcelo Ricardo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil. Instituto Superior de Ingeniería del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de Ingeniería del Software; Argentina
dc.journal.title
Journal Of Systems And Software
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/http://www.sciencedirect.com/science/article/pii/S0164121215002265
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1016/j.jss.2015.10.022
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