=Paper=
{{Paper
|id=Vol-2376/DS-paper3
|storemode=property
|title=Gamifying Requirements Engineering for Better Practice
|pdfUrl=https://ceur-ws.org/Vol-2376/DS-paper3.pdf
|volume=Vol-2376
|authors=Mohammed El Amin Tebib
|dblpUrl=https://dblp.org/rec/conf/refsq/Tebib19
}}
==Gamifying Requirements Engineering for Better Practice==
https://ceur-ws.org/Vol-2376/DS-paper3.pdf
Gamifying Requirements Engineering for Better Practice
Mohammed El Amin.TEBIB
Centre de Recherche en Informatique (CRI)
Université Paris 1 Panthéon-Sorbonne, Paris, France
Mohammed-El-Amin.TEBIB@univ-paris1.fr
Abstract
[Context] Although Requirements Engineering (RE) is recognized as
a critical factor for the success of software and systems development
projects, RE related issues are still in the top ten root causes of partial
or complete project failures. There are multiple reasons why RE is of-
ten neglected or poorly conducted: poor knowledge of the RE methods,
techniques and tools, entanglement of problems, practitioners having
poor soft skills, stakeholders’ effectiveness and engagement decreasing
rapidly, just to name a few.[Relevance] We need more attractive and
motivational ways to make stakeholders skilled and properly engaged
for efficiently achieving all RE activities. The research community in-
dicated that gamification would be an effective tool to increase per-
formance, creativity and improve the quality of software products in
current organizations. [Research Project] This paper describes a
gamified approach to make RE’ methods, tools and activities more at-
tractive and easier to be learned and used, and that based on games’
concepts and logic. [Contribution] The research will provides an ap-
proach that offers more games for all RE’ activities, and evaluates rig-
orously their effectiveness to improve RE’ training and RE’ application.
[Research method] We follow a design science approach to produce
RE games. To experiment with the introduction of these games in the
academic and industrial fields, the design, evaluation and validation of
the methodology will follow three stages : 1) Design a series of RE
games, each game tackles a specific problem and/or activity related to
RE; 2) Test each game with BSc or/and MSc students at universities,
and experts from real software production organisations; 3) Evaluate
the effectiveness of these games through interviews. [Progress] In a
early stage of research (from the begening of 2019), a series of RE games
(13 games) are collected, we plan also to perform interviews with RE
experts to better adapt and evaluate these games to fit their needs,
then invent new games that tackles the other RE’ activities.
Keywords: Gamification, Games, Requirements Engineering, Edu-
cation & Training, RE Activities, Gamified Requirements Engineering.
Copyright c by the paper’s authors. Copying permitted for private and academic purposes.
In: P. Mäder, P. Spoletini (eds.): Joint Proceedings of REFSQ-2019 Workshops, Doctoral Symposium, Live Studies Track, and
Poster Track, Essen, Germany, 18-03-2019, published at http://ceur-ws.org
1 Introduction
Various definitions have been assigned to the term Gamification such as, Deterding et .al “The use of game
elements in non-game contexts” [det2011]. Kapp et .al “gamification is using game-based mechanics, aesthetics
and game thinking to engage people, motivate action, promote learning, and solve problems” [Kapp2012]. Gam-
ification is increasingly used for training. Indeed, games are recognized as an effective mechanism to achieve
deep learning and help students retain information [Alexander2008]. This approach has considerable attention
by research and industrial communities in different areas such as Health [Lister2014], Automation [Marasco] and
many more. In Software Engineering, gamification has been used for increasing the engagement of developers
and improve their results [Pedreira2015]; Allowing organizations to adapt their processes evolution by proposing
a business process modeling method based on a simulation role-playing game tool [Santorum2011]; and Creating
a more productive developers teams using rewards as a game element by analysing changes introduced by each
developer [de2014]. According to the results of these works, we see that gamification can be a powerful tool to
deal with shortcomings and problems of RE. Although RE is a 30 years old science, we still know very little on
the most efficient ways to educate, train and motivate RE practitioners during their practice, and our theory
is that games have the power to improve that. The goal of this work is to present an approach to increase the
employment of gamification in requirements engineering in order to make its methods, tools and activities more
attractive, efficient and easy to use.
The article is organized as follow: Section 2 highlights our research motivations. A short literature overview
of requirements engineering games focusing on teaching, training and activities is presented in Section 3. An
overview of our proposal is given in section 4. Finally, we discusses our work agenda in order to reach the final
goal in Section 5.
2 Motivation
The starting point is twofold, from literature review and current practices. The idea of applying gamification in
requirements engineering is still quite young, we still need to make stakeholders more involved in requirement
engineering activities. Furthermore, the proposed games presented in Section 3 for gamifying some aspects of
requirements engineering is a good starting point, but is not enough. Experiments of these games have indicated
that they will not solve all problems of RE. On one side a lot of RE’ activities not yet gamified, the proposed
games focus more on requirements elicitation, while there is other RE’ activities that could be gamified such
as: analyse, specification, validation, etc. In the other side there are some shortcomings in current evaluation
practices such as : (1) the lack of evaluation in some primary studies (4 out of 13 games not evaluated), (2)
Low number of qualitative and quantitative studies [dos2018]; and (3) the lack a proper technological support,
for controlled studies demonstrating reliable positive or negative results of using specific games in particular
educational contexts [Lombriser2016]. Also to achieve better RE practices there are few other important aspects
that need to be tackled using games, among those we can list:
• Comprehension: The RE knowledge is still not being transmitted effectively and organizations seem unfa-
miliar with techniques [Juristo2002], experts need to master (project leaders, functional architects, business
analysts, etc) during their missions.
• Soft skills: Most requirements engineers and their project managers are not (or not enough) aware of the
need for soft skills [Penzenstadler2009], Requirements Analysts need to have a combination of technical
and soft skills such as empathy, creativity, listening, analytical thinking, confidence, ability to convince,
conflict resolution, perseverance, quality of expression to conduct effective requirements elicitation interviews
[Bano2018]. We need more dynamic and motivational ways to assist the teaching of these kind of skills which
are not well mastered, in current organizations .
• Requirements Documentation: Current techniques used for requirements documentation (e.g. textual rep-
resentation) are very hard to be communicated, understood or used for the detection and the resolution of
conflicts [Pinto2014].
• Inculture: Many stakeholders actually have a very limited culture on RE and more broadly, software en-
gineering, project management, innovation. “Many recent studies have demonstrated that the traditional
methods used in teaching software requirements elicitation are ineffective because they frequently produce
unskilled graduates who are inappropriately trained to apply their practical knowledge in the workplace.
This is due to ineffectiveness of teaching methods that produces unskilled graduates who are inappropriately
trained to apply their practical knowledge in the workplace” [Garcia2019]. We need more attractive ways
to improve stakeholder’ culture in these domains.
• Traceability and communication: Requirements engineering activities especially elicitation has been taught
by means of traditional methods they don’t focus enough on the most important skills during requirements
gathering which are communication and traçability [Zapata2010].
Our vision intends to contribute in reducing these limitations.
3 Related Works
The use of gamification to improve stakeholder experience, satisfaction and awareness in requirements engineering
has recently received some attention from the research community. Based on an ad-hoc literature review, Figure
1 lists the works we could identify on the topic.
Figure 1: Requirements Engineering Games
As the Figure 1 shows , 2 approaches can be distinguished: (1) Games to improve requirements engineering
training and education, and (2) games to increase the engagement of stakeholders in front of requirements
engineering practices and activities. For Training and education, a number of games are mainly constructed for
(i) academic training, and tested in universities during requirements engineering courses. The goal to make the
teaching of RE with more fun and more natural. Among these games : ReGo inspired from the Bingo game
that is used to assess students’ knowledge about the course topics at the beginning of the course [Alexander2008]
; Q&A&Q (Question, Answer, Question) game where a player answers a question then another player guesses
what is the question starting from this answer in a iterative process. This game is used by teachers during
requirements elicitation course to help students recognize the differences and similarities among three primary
requirements elicitation methods. It shows how they might disagree on seemingly simple concepts, by providing
an opportunity to see how those concepts differ and overlap [Alexander2008]; Biyubi game is role-based game
to facilitate the learning of requirements elicitation activities on an undergraduate software engineering course
[Garcia2019]; Guess what we want game, that helps requirement‘s engineers better understand the importance
and impact of their work. In this game players guess a design of the solution starting from requirements that
are not well detailed. The real message behind the game is to help students understand following points: (1)
the different levels of the requirements hierarchy, (2) why detailed requirements are necessary for successful
projects, (3) what happens when detailed requirements are not provided to system designers; Communication
and traceability game [Zapata2010] is role-based game that aims to reinforce communication and traceability
skills used for requirements elicitation process ; In Software Quantums [Knauss2008] game, requirements called
quantums that are represented using colored balls and classified using bags. It is a simulation game to teach
students how to build the right system within the available time .
While these games were designed for university students, another set of games are specific for experts can be
identified: the best example is Re-o-Poly game derived from the famous game ‘monopoly’, the goal was to use
this game to introduce requirements engineering best practices to novice organisations via managing projects
in the game [Smith2007]; also Customized card game for social engineering security that introduced security
awareness to different employees in order to face security threats [Beckers2016]. Experiments of these games
demonstrated that they can contribute to improve the education and the leaning of learners in requirements
engineering. Few works tackle requirements engineering activities (elicitation, analyse, prioritization) with the
goal to increase the engagement of users doing this activities, and that based on different games concepts such
as points, badges, levels, stages, etc. As an example CaRuso platform is based on points and levels as a game
elements to motivate stakeholders (in particular external users) to contribute to the requirements prioritization
process [Kolpondinos2017]; Refine platform aims at enlarging participation in RE by involving a crowd of both
internal and external stakeholders, badges, feedback and points have been used to increase motivation and
users’ engagement [Snijders2015]; Ithink is designed to stimulate parallel thinking and increase group discussion
[Fernandes2012]; JigSaw Puzzle game used during stakeholders’ meetings to analyze conflicts in the presented
requirements. The ultimate goal being to handle these conflicts [Pinto2014]. The Planning poker game is
currently used in agile projects for requirements prioritization [Haugen2006].
4 Research Project
Games could be an effective tool for (1) engagement: game elements and concepts such as points, badges, chances,
fun, etc, may be employed on any system or activity in order to increase the engagement of stakeholders. (2)
Culture, questions games or dictionary games could be invented especially as culture games to teach the main
concepts of requirements engineering. In addition Games provides playful aspects that could be used to better
communicate, understand and resolve conflicts in requirements expression for such system [Pinto2014], and for
that requirements documentation could be a target using games’ artefacts like puzzles or cards. Social game
could be invented to develop stakeholders’ (4) soft skills, these games would be used for experts during training
days. Games also could be used to increase RE (5) comprehension, so gamifying RE methods, techniques and
tools should also improve their understanding [Salinesi2015]. For (6) traceability and communication, games
could be used to teach social and managerial skills related to these issues that are used for requirements elicita-
tion.
In our approach we aim to follow an iterative process, in a first step we’ll conduct interviews to have a better
understanding of the kind of games to use among our games toolbox. We will then collect these games, and
invent new ones tackling other activities to increase the prevalence of gamification in requirements engineering.
These games will be tested in their early stages with BSc or/And MSc students within Paris 1 University, then
in a controlled environments simulating software production organizations. To achieve more rigorous evaluation
we will rely on two methods: (1) feedbacks of players will be measured basing on questionnaires that will be
formulated based on some criteria such as real-world relevance, fun factor, participants involvement, intellectual
stimulation, knowledge (not chance), etc; (2) GREM [Lombriser2016] model will be used as a rigorous controlled
experiment, that is based on a specific variables and algorithms for accurately measuring some artefacts such as:
motivation, emotions, cognition, etc.
The research presented in this paper is based on a number of important underlying assumptions that are formu-
lated starting from the related research studies:
• Assumption 1: “Games are used both for the RE activities, but also for related activities such as RE training,
or some other activities (business analysis, project management, etc) that require to have RE skills”.
• Assumption 2: “Any activity of RE can be gamified (elicitation, specification, negotiation); as well as any
transversal activity of the RE (validation, planning, testing, management,)”.
• Assumption 3: “Games can be invented especially for RE (such as poker planning), or we can adapt existing
games (such as Re-o-Poly, Puzzle)”.
The major goal of our research is to construct a generic toolbox that collects the set of games we have found
and a few more that we are inventing to improve results of RE phases, get better productivity and engage
stakeholders better, this toolbox would be used for (1) requirements engineering education training, and (2)
during the practice of requirements engineering activities in industry.
5 Conclusion
The idea of the project is discussed with many experts in both industrial and academic fields with an encouraging
feedbacks. Industrials express the need of these kind of solutions to develop several skills for their employees
on one hand, and on the other hand making theme more engaged to realize such activities especially during
meetings. In the academic field, RE’ Professors express the importance to adopt this solution in order to
increase the motivation and ability of students to RE courses which are abstract and difficult to understand.
As mentioned in Section 4, following a design science approach, our initial goal is to understand how we could
motivate students and/or experts to achieve better RE training and/or practices using games, we think that
interviews will be a good starting point to realize that. This kind of initial discussion will help us to get a
more clear idea about the games to use among our toolbox. These games will be tested in their early stages
with BSc or/And MSc students within Paris 1 University, then in a controlled environments simulating software
production organizations. Finally, to survey the effectiveness of our solution, more rigorous techniques will be
used such as: (1) more qualitative and quantitative studies; (2) rigorous formulated questionnaires ;(3) GREM
model. The obtained results will help us to improve these games. Once the effectiveness of the invented games
is evaluated, this toolbox will be delivered to be used in the industry, to improve RE practices and training for
experts in software products organization.
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