Gamification-Based Cyber-Enabled Learning Environment of Software Testing

Gamification is a new emerging pedagogical technique in higher education to engage students into a non-game context during the last five years. A cyber enabled learning environment can provide a collaborative and sustainable platform for learners to continue studying outside the classroom and lecturing time. In this paper, we describe the design mechanisms of gamification used in a software testing cyber enabled learning environment, named WReSTT-CyLE (Web-Based Repository of Software Testing Tutorials – a Cyberlearning Environment) and the experimental results of class studies at Alabama A&M University. As a highly integrated online learning tool, other than gamification technology, WReSTT-CyLE synthesizes several key concepts including social interaction, collaborative learning, and learning objects to support student learning of software testing concepts effectively and efficiently. This work focuses on the design architecture of gamification, assessment, and analysis of the effectiveness of WReSTTCyLE based on our study results. Introduction Gamification is a new emerging pedagogical technique in higher education to engage students into to non-game context within five years. A cyber enabled learning environment can provide a collaborative and sustainable platform for learners to continue studying outside the classroom and lecturing time. In this paper, we focus on the design of a cyber enabled learning environment (WReSTT-CyLE) for software testing concepts and strategies, as well as describe a study involving students in programming courses ranging from CS1 to CS3. WReSTT-CyLE (Web-based Repository of Software Testing Tutorials – a Cyberlearning Environment), is a cyberlearning environment that uses several learning and engagement strategies to help students to learn how to test programs Currently, software testing education in academic institutions is not well developed in current computer science curricula. As a result many institutions do not offer the software testing course or even concepts of quality assurance in any course. WReSTT-CyLE is an online software testing repository that provides educators and learners with online materials and socio-psychological supporting components. This project provides several learning and engagement strategies (LESs) such as gamification, collaborative learning, 1 http://wrestt.cis. fiu.edu/ social interaction and networking to improve students’ knowledge of software testing in programming courses ranging from CS1/CS2 to more advanced courses with a programming component. In this experimental study at Alabama A&M University (AAMU), through a two-year collaborative effort with Florida International University (FIU) [1], we present the data, results and analysis of using gamification in programming related courses, as well as the way to improve student learning outcomes using WReSTTCyLE and gamification. Access to resources (funding and otherwise) is often cited as the primary barrier to technology adoption and the integration of software testing and programming skills. The role of negative disposition towards educational technology and digital games, has not been fully considered as a contributing factor in the relatively slow pace of technology adoption in higher education. The example of such slow adoption of technology in higher education can be exhibited in many programming courses. Moreover, these negative dispositions towards technology may hold also reflect more than several decades of dominant values informed by the naturalist and romantic beliefs about programming, student learning, and software engineering concepts to higher education. For instance, a recent study endorses this by showing that 69% of European workers are ‘not engaged’ or ‘actively disengaged’ in their job duties [2]. Overall, gamification is still fairly new in higher education, but it builds on the success of the gaming industry, social media and decades of research on human psychology [3]. Many On-the-Job Training (OJT) programs are already encouraging the use of gaming strategies to make work and study more engaging, rewarding and applicable [4]. This article looks at the adoption of gaming strategies in e-Learning for job training and the effectiveness of using these strategies to help stimulate learning. More specifically, we focus on how to encourage learners to integrate software testing and other quality assurance concepts into their programming skills. This paper is organized into four sections. WReST-CyLE will be introduced in Section 2. Afterwards, gamification design architecture used in WReSTT tool will be presented in Section 3. Following that section, class study and assessment results will be presented in Section 4. Conclusions and future works will be discussed in Section 5. WReSTT-CyLE – A Cyber Enabled Software Testing Learning Environment WReSTT, the initial repository, was an online software testing repository which is contained with learning materials about software testing tools only. This project was a collaborative effort between Florida International University (FIU) and Florida A&M University (FAMU) [5]. The NSF Course, Curriculum, and Laboratory Improvement (CCLI) Phase I project had the following objectives: (a) create learning materials on testing tools, (b) increase the number of students who have access to testing tool tutorials, and (c) train instructors on how to use testing tools and WReSTT in the classroom. WReSTT-CyLE is a NSF Transforming Undergraduate Education in Science (TUES) II project that aims to provide a cyberlearning environment that facilitates the improvement of students’ conceptual understanding and practical skills in software testing. The main goals of this project are to create new learning materials and develop faculty expertise to significantly increase the number of undergraduate students that are exposed to testing methodologies and tools in undergraduate courses with a programming component. The WReSTT-CyLE project is developed using the Drupal 7 content management system using PhP 5 or higher version. The key features of WReSTT-CyLE tool include the following: Social Features: allows each student to setup a profile; access the activity stream of students in their class; pose questions to the members of his/her virtual team, other students in their class, or to the WReSTT community; and view the virtual points leaders of students in their class. In the near future students will be able to link other social networking accounts to newly created WReSTT-CyLE user groups and feeds from other testing user groups. Learning Objects (LOs): are important enhancements to the contents of WReSTT-CyLE for software testing education and community. The LOs were made in response to feedback from users in the academic community. These enhancements include: (1) presenting the material in the learning objects using varied formats (e.g., video, audio and text); (2) new learning objects on testing techniques for black-box and white-box testing; and (3) new tutorials for testing tools based on cross-platform IDE (e.g., Eclipse and NetBeans). The transition to learning objects from tutorials allows for the sequencing of different levels of content on a specific testing topic and the ability to link objects on testing techniques to tutorials on testing tools. The gamification design and mechanism is integrated in the social features and is developed with several elements that are connected to the project objectives. We will discuss these elements, mechanism, psychological characters and system implementation in the next section. Figure 1: Overview of Gamification Design Gamification in WReSTT-CyLE The gamification in WReSTT-CyLE is designed and implemented with a intent of favoring the student engagement and motivation through playful and context-centric activities. The engagement of student activities is at the root of motivating students by a Project Goal Successful Course Completion Motivation