=Paper=
{{Paper
|id=Vol-2732/20200808
|storemode=property
|title=Using Game Dev Tycoon to Create Professional Soft Competencies for
Future Engineers-Programmers
|pdfUrl=https://ceur-ws.org/Vol-2732/20200808.pdf
|volume=Vol-2732
|authors=Tetiana Vakaliuk,Valerii Kontsedailo,Dmytro Antoniuk,Olha Korotun,Serhiy Semerikov,Iryna Mintii
|dblpUrl=https://dblp.org/rec/conf/icteri/VakaliukKAKSM20
}}
==Using Game Dev Tycoon to Create Professional Soft Competencies for
Future Engineers-Programmers==
https://ceur-ws.org/Vol-2732/20200808.pdf
Using Game Dev Tycoon to Develop Professional Soft
Competencies for Future Engineers-Programmers
Tetiana Vakaliuk1[0000-0001-6825-4697], Valerii Kontsedailo2[0000-0002-6463-370X],
Dmytro Antoniuk1[0000-0001-7496-3553], Olha Korotun1[0000-0003-2240-7891],
Serhiy Semerikov3[0000-0003-0789-0272] and Iryna Mintii3[0000-0003-3586-4311]
1 Zhytomyr Polytechnic State University, 103 Chudnivska Str., Zhytomyr, 10005, Ukraine
2 Easygenerator, 3012 KN Rotterdam, Netherlands
3 Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
tetianavakaliuk@gmail.com, valerakontsedailo@gmail.com,
dmitry_antonyuk@yahoo.com, olgavl.korotun@gmail.com,
semerikov@gmail.com, irina.mintiy@kdpu.edu.ua
Abstract. The article presents the possibilities of using game simulator Game
Dev Tycoon to develop professional soft competencies for future engineer
programmers in higher education. The choice of the term “gaming simulator” is
substantiated, a generalization of this concept is given. The definition of such
concepts as “game simulation” and “professional soft competencies” are given.
Describes how in the process of passing game simulations students develop the
professional soft competencies. Professional soft competencies include: the
ability to work in a team; ability to cooperate; ability to problem-solving; ability
to communicative; ability to decision-making; ability to orientation to the result;
ability to support of interpersonal relations; ability to use of rules and procedures;
ability to reporting; ability to attention to detail; ability to customer service;
ability to sustainability; ability to the manifestation of professional honesty and
ethics; ability to planning and prioritization; ability to adaptation; ability to
initiative; ability to Innovation; ability to external and organizational awareness.
Keywords: simulator; game simulator; competence; professional competence;
professional soft competencies; engineers-programmers.
1 Introduction
In the conditions of developing a system of pedagogical education and the introduction
of innovative technologies into the process of learning [14; 28], the problem of quality
and efficiency of the educational process becomes of particular importance. Over the
past few years, the labor market has seen an increase in demand for highly motivated
and highly skilled software engineers. One of the important directions in the
development of the digitalization of education is the newest computer technologies.
Availability, intensification of the learning process, feedback are significant advantages
of these technologies, which determined the need for their application in various fields
of human activity, especially those related to education and vocational training. At
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
present, the number of studies has grown significantly, the subject of which was the use
of ICT in education.
Compared to other fields, such as medicine or aeronautics, future software engineers
begin their professional lives with a serious lack of real practical skills. Therefore,
professionals must develop their skills and experience working in real projects, where
the consequences of inadequate planning or incorrect decisions can lead to the failure
of the entire project or the loss of a significant part of profits [6; 30].
Typical education of software engineers lacks practical mastery of software
development processes. Usually, students are presented only with relevant theories of
software development processes in lectures, and opportunities to put these concepts into
practice while studying the relevant disciplines are quite limited [20].
While most approaches to the training of future software engineers are aimed at
adding realism to practical lessons in the classroom, some authors (Márcio de Oliveira
Barros [9], Alex Baker [4], Cláudia M. L. Werner [9], Alexandre R. Dantas [9], Emily
Oh Navarro [20], André van der Hoek [4]) argue that the only possible way to gain
experience in real-world software development processes in academia is to use game
simulators in combination with lectures and educational projects.
In addition, while the above approaches differ in terms of the processes they mimic
and their specific goals, they are all designed to allow students to better practice and
participate in software development processes on a larger scale and in a faster way than
can be achieved based on actual projects.
That is why the question of using game simulators for the formation of professional
soft competencies of future software engineers arises.
2 Literature Review
Experts and scientists justify the importance of the introduction of information and
communication technologies (ICTs), in particular, game simulators, in education [9].
Alexandre Dantas, Emily Oh Navarro, André van der Hoek think, that ICT are included
in all spheres of human activity, they also have a positive impact on education, as they
open up opportunities for the introduction of completely new methods of teaching and
learning [4].
The question of the formation of professional soft competencies for future
programmers-engineers is presented in the works of Faheem Ahmed [1], Ritika Atal
[3], Lisa L. Bender [5], Kunal Bedse [13], Alejandro Calderón [6], Craig Caulfield [7],
Fabian Fagerholm [5], Mehdi Jazayeri [12], Shanika Karunasekera [13], Stanislaw Paul
Maj [7], Jürgen Münch [5], Emily Oh Navarro [20], Kendall E. Nygard [5], Kateryna
P. Osadcha [15], Max Pagels [5], Mercedes Ruiz [6], Serhiy O. Semerikov [26], Andrii
M. Striuk [31], Ashish Sureka [3], David Veal [7], Gursimran S. Walia [5], Jianhong
Xia [7] et al.
According to a study by Khaled El Emam [10], the biggest problem of software
development projects (SDP) is a rather high percentage of unsuccessfully completed
projects, that is, completed incompletely or with budget overheads, or due to lack of
certain capabilities and functions.
Goparaju Purna Sudhakar, Ayesha Farooq and Sanghamitra Patnaik found that 70%
of SDP failed [23, p. 187]. The high percentage of failed SDP results in the fact that
organizations and companies that are customers of SDP do not receive the full benefit
of projects.
According to research by Paul Clarke and Rory V. O’Connor, another disadvantage
for such companies and organizations is that they do not receive the appropriate return
on investment (ROI). Scientists point out that several factors lead to the failure of the
SDP: insufficient user participation, as well as senior management in project
development; unsuccessful project management; low leadership qualification and low
level of understanding of available technologies [8, p. 433]. In particular, the
researchers note that the main factor in the failure of the completion of the SDP is the
lack of professional competencies in project participants, in particular, in program
engineers, or their low level of ownership [22; 29].
According to Ali Noudoostbeni, 67% of SDP failed due to an insufficient level of
professional soft competencies of project participants [21].
Emmanuel S. Mtsweni, Tertia Hörne and John Andrew van der Poll have been
established that professional competencies are important for the successful completion
of the SDP, completion of projects on time, within the budget and with all the necessary
capabilities and functions. Researchers distinguish three main professional soft
competencies for software developers: teamwork, professional integrity, and ethics, as
well as collaboration [19, p. 150].
In turn, teachers are also faced with similar, and possibly even more complex,
problems: how to prepare highly skilled programmers-engineers. The challenge is
related to the problem of how to train programmers-engineers, which changes over
time, as learning technologies, educational programs, and requirements for the learning
process are constantly changing [16; 17; 32].
Soft and hard (“solid”) competencies are needed for effective professional work.
Dave Hodges, Noel Burchell, Elizabeth Rainsbury and Mark Lay believe that
professional soft competencies control and determine the behavior and performance of
professionals. Authors identify the terms of soft competencies and soft skills [11; 24].
The purpose of this article is to show the possibilities of using the gaming simulator
Game Dev Tycoon to form the professional soft competencies of future engineers-
programmers.
3 Results
According to a study by Louise Sauvé, the game, in its formal definition, is purposeful
competing activity that includes one or another form of conflict (the conflict is
represented in the form of an obstacle that does not allow the player to easily achieve
the goals of the game) and is conducted within certain agreed rules [25]. The game is
attended by at least one person (player) or a group of people (players) who in the context
of this game need to make certain decisions to achieve the goal.
Mariya P. Shyshkina in her classification of learning tools allocates a microcosm, in
which “the modeling and representation of objects in the subject field, their properties
and relations, object manipulation, changes in their properties, etc., the study of the
interconnections between properties” [27].
According to Maryna V. Artiushyna, for didactic purposes, games are divided into
“those used to study the new material, the activation of cognitive activity, the
consolidation of assimilation of information, verification of assimilation” [2].
Iryna M. Melnychuk offers her classification of interactive gaming technologies for
higher education. According to this classification, didactic games are divided into the
simulation and role-play [18]. Among the role-playing games, the author highlights
simulative-role situations in which students can associate themselves with a certain
person whose role they perform, put themselves in the position of this person in certain
circumstances, enriching their life experience, will help to acquire practical skills in the
specialty, which would stimulate students to consciously master the knowledge and
creative use of acquired skills and abilities. At the same time, as the scientist
emphasizes, the process of fulfilling a certain role in simulative virtual-professional
interactive games involves gaining a sense of self-confidence, verification-belief in the
results of his professional training, and hence the readiness to perform professional
functions [18].
In this study, under game simulators, we will mean interactive programs that fully
or partially simulate certain real processes or systems that capture and motivate students
through fun and interesting game experiences, where students can perform different
roles in a variety of realistic circumstances and are used in the educational process.
when the real practice is impossible or inaccessible.
As a consequence, in this study, the term “game simulation” determines the work of
the corresponding game simulator, complete or partial simulation of the corresponding
real processes or systems.
We also note that in this study, under professional soft competencies, we will
understand a complex of non-specialized competencies that in one way or another relate
to problem solving, interaction between people and responsible for successful
participation in the work process, high productivity and, unlike specialized
competencies, not related to a specific area, control of equipment and technical skills.
They cover such aspects of behavior: cognitive competence (situational awareness,
decision-making, error management, etc.) and the competence of interpersonal
communication.
Game Dev Tycoon is a gaming business simulator that simulates the activity and
process of managing a game development company. This game simulator offers an
attractive user interface as well as interactive and appealing game play. In Game Dev
Tycoon (Fig. 1), students take on the role of owner and manager of their own software
development company. At the beginning of the game simulation, students are
independent software developers working on their own. As their software development
studio becomes more successful, more and more opportunities are available to expand
business with several employees and on a larger workspace.
In Game Dev Tycoon, at the beginning of the game simulation, students are
independent developers of games that work on their own. They start with the process
of developing simple games for different platforms in the virtual garage, as shown in
Fig. 2. As games become profitable, players move into a new office and can hire and
train their employees, as well as focus on research, project selection, and contracting.
Fig. 1. The graphics interface of the game simulator Game Dev Tycoon
Fig. 2. The virtual garage in game simulator Game Dev Tycoon
The use of the game simulator Game Dev Tycoon is worth the teacher to include in the
curriculum in the amount of 10% of the total score for the subject. The purpose of this
game simulator is to supplement the experience of group work that students have
learned in the process of learning and developing their group project and thus allow
each programmer to lead the development team and manage the SDP. Students should
go through the game simulation in Game Dev Tycoon for four weeks and weekly to
reflect on the lessons learned and discuss it with the teacher and other students.
Gaming simulator Game Dev Tycoon offers many basic project management
elements. During the game simulation, students can go through three main stages of the
company’s development, namely:
1. Stage of the garage.
2. Stage management team.
3. Stage of world domination.
In these three phases, students have to deal with three relevant project and team
management areas, namely:
a. the process of developing high-quality innovative game applications;
b. the growing process of hiring, training and managing within a development team;
c. establishing and maintaining appropriate marketing, sales, and innovation
research processes.
Game Dev Tycoon has many details and variations that make it attractive, realistic and
interesting for students.
For example, the stage in the garage requires students to focus on creating high-
quality games for popular gaming platforms. At this stage, the emphasis is on the
continuous production of high-quality innovative games, which requires students to
constantly address the design and testing issues of gaming projects, as well as focusing
on the latest industry news to identify the industry and market trends.
At the stage of managing a team of growing projects, students will have to go through
recruitment/dismissal, training and management teams of software development. A
high level of awareness of the competencies of hired employees will be required for
students to optimize the time to develop gaming projects of due quality.
Finally, the stage of world domination requires timely and thoughtful management
of all aspects of the project, such as developing, debugging, testing software, hiring
employees, attending industry conferences, dealing with users and fans, and marketing.
The main tasks of students at this stage range from managing a large team of software
development to optimizing its cost and choosing the right direction for advancing
created game projects, as shown in Fig. 3.
It is also important to have an ethical component of the business process: the players
can be questioned by the subjects who offer their services to incite sabotage in the
competing companies or offers industrial espionage for additional benefits. So, students
are specifically offered to think about aspects of ethical choices and to practically
consider the ethics of utilitarianism, the ethics of Immanuel Kant and the prospects of
choice. For example, in Fig. 4 shows the suggestion of sabotage.
Another interesting feature of Game Dev Tycoon game simulation is that the
company can get loans from banks if the developed game projects were not successful.
If the company can not return the amount received within a certain period, then it is
declared bankrupt and the game simulation ends. Game Dev Tycoon covers a large
number of aspects of PRP management and leadership. At the same time, the intuitive
realistic user interface of this game simulator makes it attractive and interesting for
students.
Fig. 3. Evolution workspace in the game simulator Game Dev Tycoon
Fig. 4. Proposition of sabotage in the game simulator Game Dev Tycoon
Let’s describe some features of this game simulator.
Each project in this game simulator begins with the fact that students are planning
to develop a new game. They set the theme, genre, and platform of the game, and then
add several technologies that will be used when developing the game (for example,
“2D-interface” and “mouse support”).
During the game simulation, players can manage the levels of the three main game
qualities in each of their projects, namely: the quality of the game process, the quality
of the game core and the quality of the game plot being developed.
When project development begins, participants need to set certain priorities for
developing the game, allocating the appropriate percentage of working time and
distributing the available resources between the development of the game process, the
game core, as well as the game plot (Fig. 5). At this stage, the choices made by students
and their success depend on the combination of the genre and the themes of the game
already selected. For example, the focus on the kernel is considered to be more effective
for games such as Sim City, while gameplay and script are more important for role-
playing games. Players need to experiment, to learn and understand which
combinations are more beneficial and will lead to the success of the project.
Fig. 5. The Priority Dialog for Game Dev Tycoon
If a company already has several employees, then in the process of developing the
game, they can be secured by creating different parts of it, and, importantly, their
features and competencies will determine how effectively they perform the tasks.
The project development process is illustrated in graphically small areas that appear
alongside the staff and indicate the levels of the two main components of the game: its
design and technology. As the project progresses, these two indicators indicate to
students how well the process of developing the game is. These indicators do not have
a clearly defined scale, but one should understand that the larger the number is better
for the project. Using these indicators, players know how well they are playing the game
simulation, and as a result, they can challenge themselves to work even better and make
more effective decisions when designing the following projects.
Students can choose, game projects that will be released with errors or it’s time to
postpone the release date and invest more time in fixing them. The three main game
qualities above, as well as the platform for which the game is being developed, affects
game rankings and how well it is sold. Throughout the entire gaming simulation, news
updates appear on new gaming platforms, as well as reports of major industry events
that may affect the gaming simulation, for example, the release of the new Ninvento
gaming platform, as shown in Fig. 6.
Fig. 6. Exit Ninvento new gaming platform in the game simulator Game Dev Tycoon
When the project is ready for release, it generates a series of reviews, as well as general
remarks about the game, such as “This game is fun” or “Needs improvements”.
Previous player experiments around the genre and themes of the game can be noted
with such comments or reviews as, for example: “This combination of genre and theme
works very well,” and students may also be given feedback if the selected priorities
were correct (or vice versa – unsuccessful) with the following comments: “The
orientation of the game on the design of the world was not quite successful”. This
feedback, as well as a counter indicating how the game is sold over time, allows the
player to analyze their achievements and helps to quantify the effectiveness of decisions
made by students in the process of developing this project. This encourages students to
try again if the selected combinations and decisions are not optimal, or to achieve even
better results if the project was still successful.
During the game simulation, students can create and maintain an active base of fans,
as well as solve piracy issues. With experience and a good team, they can produce larger
and more sophisticated gaming projects. It is worth noting that big projects also bring
new challenges, that is, players need to manage a larger team and solve new more
complex problems for the release of game hits.
Successful progression in gaming simulation will allow students to choose not only
typical projects but also unlock new objects in a game simulator, such as a marketing
department, open up innovative research labs, and choose projects that change the
industry. This gives the participants a sense of satisfaction, a certain achievement, and
also allows you to gradually unlock new tactical approaches that allow you to
experiment with new tools and features. All this makes the process of game simulation
not monotonous, but on the contrary – more exciting. Also, players can be presented
with several secret projects that can be selected in certain circumstances.
When opening a marketing department, students should understand that in Game
Dev Tycoon, marketing is understood to mean any activity that aims at or advancement
of a developed gaming project, or market analysis before the development of the
project.
When passing gaming simulations in the Game Dev Tycoon game simulator,
students develop the following professional soft competencies:
─ Ability to work in a team – in the process of game simulation, students must work
together with their employees to achieve common goals. Students need to be actively
involved in team tasks and involve other team members in the work. During the
game simulation, students should take into account the feedback from colleagues
appearing in replica bubbles and take into account their proposals to achieve
common goals.
─ Ability to cooperate – students need to identify, organize and maintain mutually
beneficial relationships not only within the team but also beyond their borders, for
example, with virtual clients when discussing software requirements for the
successful game Dev Tycoon game simulations.
─ Ability to solve problems – in the process of game simulations students often have
to deal with problems that arise during the development of software, identify options
for their solution, assess the strengths and weaknesses of each of the options and
make decisions based on their knowledge, abilities, skills, and experience. Students
also need to analyze and take into account the various factors and information
received from employees, customers and other sources.
─ Ability to communicate – in the course of game simulations, students are responsible
for clear and effective communication, and also take responsibility for the
understanding of others.
─ Ability to make decisions – students must take into account costs, benefits, risks, and
chances of success in the decision making process, make logical conclusions based
on facts in complex and ambiguous situations, and also make informed, timely, and
timely decisions to complete the tasks in the game simulator, effective solutions,
taking into account only the necessary data.
─ Ability to focus on the result – Game Dev Tycoon game simulations are constructed
so that students need to use metrics and indicators to achieve their goals and
outcomes, make decisions and effectively involve employees in the process of
achieving goals (by identifying their strengths and distributing tasks between them)
so that the projects remain within the set goals and the budget.
─ Ability to support interpersonal relationships – in the process of passing game
simulations students are constantly faced with the need to maintain positive
relationships with other people. Another important aspect is that students are
constantly demonstrating examples of constructive discussion of problems, options
for professional responses to certain situations, examples of professional
communication with employees and customers based on understanding, courtesy,
tact, empathy, care, and courtesy.
─ Accountability – is the process of passing gaming simulations in Game Dev Tycoon,
students must take responsibility for the positive and negative results of the virtual
team’s work and report their achievements and failures to the teachers during the
learning process.
─ Sustainability – in gaming simulations, students need to maintain high productivity
and self-control under pressure and in times of trouble for successful completion of
tasks.
─ Ability to demonstrate professional integrity and ethics – in the process of game
simulation students can ask questionable industry subjects, so students are
specifically invited to think about aspects of ethical choices. Students also need to
deal with piracy issues during game simulation. To complete the game simulation,
students need to be educated and contribute to maintaining the desired behavior by
the existing standards of organization and society.
─ Ability to plan and prioritize – students need to set certain priorities for the
development of the game, allocating an appropriate percentage of working time and
distributing available resources between the development of the game process, the
game core, as well as the game plot.
─ Adaptation ability – students must constantly pay attention to the latest industry
news, identify trends in the industry and the market, adapt quickly to change, and
easily consider new approaches to software development and business conduct, to
complete the game simulation.
─ Ability to take the initiative – the Game Dev Tycoon game simulator requires
students to actively identify existing opportunities and challenges, search for
maximum benefits, and solving the problems. To complete the simulation, students
need not lose their opportunities to achieve their goals.
─ Ability to innovate – the successful passing of the simulation requires students to
experiment a lot to learn and understand which combinations are more beneficial
and will lead to the maximum success of the project. Students also need to open up
innovative research laboratories and select projects that change the industry for the
successful passing of game simulation.
To test the efficiency of this game simulator for the formation of professional soft
competence software engineers were involved in 95 and 88 students (control group
(CG) and experimental group (EG)).
In the experimental group, students were trained using this simulator, and in the
control group, the training was conducted by typical traditional learning conditions.
Formation of control and experimental groups was carried out based on the results
of preliminary testing in such a way as to ensure statistical correspondence of the level
of knowledge of students of control and experimental groups.
During the period of implementation of this simulator in the educational process, the
observation method was applied, the essence of which is that during practical classes
the teacher observes the activities of students in a specific model of a game simulator
and discusses the result with the student on the results of the generated report. The final
grade for the practical work was presented taking into account the personal point of
view of the teacher, which he formed during his observation of the student.
The levels of professional soft competency formation were determined based on
final testing within the discipline “Professional Practice of Software Engineering”.
Let us present a statistical analysis of the results, which was carried out taking into
account the comparative study strategy. The comparative method was implemented by
comparing the results of the experimental and control groups in the study process. The
comparative distribution of students according to the assessment of professional soft
competency formation in the control and experimental groups at the beginning and the
end of the experiment for each competency is shown in Fig. 7.
CG before EG before
CG a fter EG a fter
Ada ptation Abi l i ty
5,00
Abi l i ty to coopera te Abi l i ty to s ol ve probl ems
4,00
Abi l i ty to work i n a tea m Accountabi l i ty
3,00
The a bi l i ty to demons tra te 2,00 Abi l i ty to take the i ni tia tive
profes s i ona l i ntegri ty a nd ethi cs
1,00
Abi l i ty to ma ke deci s i ons Abi l i ty to i nnova te
Abi l i ty to pl a n a nd pri ori tize Abi l i ty to communi ca te
Abi l i ty to s upport i nterpers ona l
Abi l i ty to focus on the end res ul t
rel a tions hi ps
Sus tai na bi l i ty
Fig. 7. Average assessment of the level of professional soft competencies of students in CG and
EG at the beginning and end of the experiment
The comparative research method allowed us to trace the positive dynamics of the
formation of professional soft skills in the application of the game simulator Game Dev
Tycoon.
All competencies were divided into three criteria, for each of which were calculated
Pearson 2 criterion. Since 2exp>2critical for each of the criteria, the results suggest that
the higher level of professional soft competencies of students is the result of the
introduction of the game simulator Game Dev Tycoon in the training of future software
engineers.
That’s why efficiency of the formation of professional competence soft software
engineers increase significantly when used game simulator Game Dev Tycoon in
training future engineers-programmers.
4 Conclusions
In the process of using this game simulator in the learning process, future professional
engineers develop the following professional soft competencies that they need in their
further professional competencies: ability to work in a team; cooperate; problem
solving; communicative; decision-making; orientation to the result; support of
interpersonal relations; use of rules and procedures; reporting; attention to detail;
customer service; sustainability; the manifestation of professional honesty and ethics;
planning and prioritization; adaptation; initiative; Innovation; external and
organizational awareness.
It is statistically confirmed that the efficiency of the formation of professional
competence soft software engineers increase significantly when used game simulator
Game Dev Tycoon in training future engineers-programmers.
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