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Scrum requirements engineering for a game-based learning web platform for grade R – 12 learners in South Africa
Author(s)
Mamotheti, Makhasane Precious
Date Issued
2024
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
There is a consensus through literature that Game-Based learning (GBL) platforms are effective learning
tools. Games are always of interest to the younger generation because they serve as a mode of
entertainment. However, while providing entertainment, games can also provide additional benefits such
as education. A gamified environment can provide a blend of serious learning while making it fun for
learners. Some researchers have observed that GBL could stimulate valuable educational outcomes and
positively impact a child's life. Although research on GBL has gained popularity in most foreign countries,
GBL has not really found its feet in South Africa as an alternative tool to enhance the education
environment. Evidence shows that Learners in poor communities in South Africa (SA) are performing poorly
academically due to poor student engagement and lack of motivation. Learners in SA, especially the ones
from disadvantaged communities need Game-based learning tools to enhance their learning.
Therefore, the aim of the study is to identify the requirements needed to build a game-based learning web
platform for grade R – 12 learners in South Africa particularly in township schools. A survey was conducted
involving participants from 5 South African Schools (2 Primary and 3 Secondary schools) to determine the
requirements needed for GBL web platform in SA for disadvantaged learners. A total of 244 students and
37 teachers participated in the survey.
Based on the study’s objectives: (1) To determine the type and mode of GBL that is relevant to Grade R-
12 students in South Africa. (2) To design a RE framework for a GBL web platform based on Scrum. (3) To
demonstrate how to apply the Scrum-based RE framework for specification on requirements for GBL web
platform for grade R-12 learners. (4) To demonstrate how to apply the Scrum-based RE framework for
specification on requirements for GBL web platform for grade R-12 learners.
This study adopts Design science research (DSR). The research design mapped the phases of DSR to
how the Requirements Engineering (RE) Framework was created. Requirements elicitation, which is
awareness of the problem, was initiated by sending out a survey to 5 schools. Based on the survey results,
most learners see themselves as verbal or social learners, friendly or talkative in terms of personality, only
a few said to be quiet and shy. For their learning style, most learners prefer to learn verbally and socially,
while some prefer solitary learning. Most learners play games and enjoy playing games, mainly using
smartphones. The study found the learners' preferential order of type of games are puzzles, video games,
simulation games, word games, and card games. The aspects of visual aesthetics, musical scores, and
incentive appeal to most learners. At the same time, there is also a preference for games that involves a
challenge, enable competition with peers, and promotes curiosity. Based on the results of requirements elicitation, Scrum RE Framework was designed. The framework
defines the process to be followed using Scrum to gather the requirements needed to build a game-based
learning system. With the guidance of the Scrum RE framework, Scrum sessions with learners and teachers
commenced to formulate user stories to identify, verify and prioritize the requirements. Requirements
prioritization was done using MoSCoW techniques.
After requirements prioritization, the requirements were then identified in phase 3(Development phase) of
DSR. The requirements identified were presented to a group of specialists for evaluation. The requirements
were evaluated based on Weiger’s requirements quality model and Pohl’s requirements quality model.
System analysts (SA), Business Analysts (BA), and Developers rated the attributes of the requirements
and found that; the individual attributes values; Complete, Traceable, Comprehensive, and Consistent are
rated very good. Furthermore, the individual attributes; Verifiable, Rated/Prioritize, and Up to date are rated
to be very good as well. For Atomic and Unambiguous, attributes were found to be good. While as a set of
requirements, the attributes were rated very good for all attributes, thus for Completeness, Consistency,
Modifiability, Traceable, and Readability. Meaning Most of the evaluators found the requirements a set to
be very good.
tools. Games are always of interest to the younger generation because they serve as a mode of
entertainment. However, while providing entertainment, games can also provide additional benefits such
as education. A gamified environment can provide a blend of serious learning while making it fun for
learners. Some researchers have observed that GBL could stimulate valuable educational outcomes and
positively impact a child's life. Although research on GBL has gained popularity in most foreign countries,
GBL has not really found its feet in South Africa as an alternative tool to enhance the education
environment. Evidence shows that Learners in poor communities in South Africa (SA) are performing poorly
academically due to poor student engagement and lack of motivation. Learners in SA, especially the ones
from disadvantaged communities need Game-based learning tools to enhance their learning.
Therefore, the aim of the study is to identify the requirements needed to build a game-based learning web
platform for grade R – 12 learners in South Africa particularly in township schools. A survey was conducted
involving participants from 5 South African Schools (2 Primary and 3 Secondary schools) to determine the
requirements needed for GBL web platform in SA for disadvantaged learners. A total of 244 students and
37 teachers participated in the survey.
Based on the study’s objectives: (1) To determine the type and mode of GBL that is relevant to Grade R-
12 students in South Africa. (2) To design a RE framework for a GBL web platform based on Scrum. (3) To
demonstrate how to apply the Scrum-based RE framework for specification on requirements for GBL web
platform for grade R-12 learners. (4) To demonstrate how to apply the Scrum-based RE framework for
specification on requirements for GBL web platform for grade R-12 learners.
This study adopts Design science research (DSR). The research design mapped the phases of DSR to
how the Requirements Engineering (RE) Framework was created. Requirements elicitation, which is
awareness of the problem, was initiated by sending out a survey to 5 schools. Based on the survey results,
most learners see themselves as verbal or social learners, friendly or talkative in terms of personality, only
a few said to be quiet and shy. For their learning style, most learners prefer to learn verbally and socially,
while some prefer solitary learning. Most learners play games and enjoy playing games, mainly using
smartphones. The study found the learners' preferential order of type of games are puzzles, video games,
simulation games, word games, and card games. The aspects of visual aesthetics, musical scores, and
incentive appeal to most learners. At the same time, there is also a preference for games that involves a
challenge, enable competition with peers, and promotes curiosity. Based on the results of requirements elicitation, Scrum RE Framework was designed. The framework
defines the process to be followed using Scrum to gather the requirements needed to build a game-based
learning system. With the guidance of the Scrum RE framework, Scrum sessions with learners and teachers
commenced to formulate user stories to identify, verify and prioritize the requirements. Requirements
prioritization was done using MoSCoW techniques.
After requirements prioritization, the requirements were then identified in phase 3(Development phase) of
DSR. The requirements identified were presented to a group of specialists for evaluation. The requirements
were evaluated based on Weiger’s requirements quality model and Pohl’s requirements quality model.
System analysts (SA), Business Analysts (BA), and Developers rated the attributes of the requirements
and found that; the individual attributes values; Complete, Traceable, Comprehensive, and Consistent are
rated very good. Furthermore, the individual attributes; Verifiable, Rated/Prioritize, and Up to date are rated
to be very good as well. For Atomic and Unambiguous, attributes were found to be good. While as a set of
requirements, the attributes were rated very good for all attributes, thus for Completeness, Consistency,
Modifiability, Traceable, and Readability. Meaning Most of the evaluators found the requirements a set to
be very good.
Additional information
Thesis (MICT (Information Technology))--Cape Peninsula University of Technology, 2024
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