Multiplayer On-Line Role Playing Game Style Grading in a Project-Based Software Engineering Technology Capstone Course

Software systems analysis, design, and construction are tacit activities. As any large software system is developed, the engineers involved in the development activity learn as they go about what it is they are building. Previous experience helps in getting the job done; however, technology, tools, and end user desires change so rapidly that a project may transform several times during the course of system development. Students who gravitate toward the field of software engineering seem to be drawn to it because they enjoy completing ambiguous tasks requiring knowledge gained through the engineering experience. These students are also often drawn to multiplayer on-line role playing games (MMORPG). The nature of the knowledge workforce is changing based on “millenials” entering college and their habits related to playing Internet based games 1 . According to a Pew Research study, game playing is ubiquitous among American teenagers. Fully 99% of boys and 94% of girls between the ages of 12 and 17 report playing video games. 2 This population is entering universities bringing Internet-based learning styles and experience into a lecture-based learning environment. Standard lecture style teaching methods do not match the tacit work environment required of software engineering professionals. This paper explores the application of MMORPG scoring techniques to course topic introduction, curriculum flow, and grading for a year long, project based, software engineering technology capstone course offered in the junior year. Students are formed into teams of three or four; then they are set free to discover information about the “tasks.” These “tasks,” if completed correctly, will gain them the ultimate position of “Lead Software Engineering Architect”. Students are involved in a yearlong odyssey targeted at large scale software project management and self discovery of techniques required to build a successful system. The paper discusses incoming student demographics, course structure, use of knowledge gold and experience points as incentives, project approach, and outcome of this curriculum management model. A method for assessing student learning is discussed along with results. Student attitudes and thoughts are also explored.