Requirements gathering and testing by game playing

Tabletop gaming is currently experiencing a golden age. The size of the tabletop gaming industry and the number of people engaged with the hobby are at a peak, and are still increasing. However, what motivates people to engage with tabletop games is not well studied. This study aims to understand the motivations for tabletop game play; it does so by introducing a questionnaire, called the tabletop gaming motivation inventory (TGMI), to measure these motivations. The inventory is based on literature, in particular literature which deals with similar inventories used to investigate video gaming motivations. We carried out a survey with tabletop game players (N = 867). Our inventory is validated using factor analyses, which lead to a final questionnaire consisting of 11 factors based on 39 items. Moreover, we investigated how these motivations vary with respect to prior experience of players, their frequency of play and geographical locations.

Prior research has highlighted opportunities for technology to better support the tabletop game experience in offline and online settings, but little work has focused on the social aspect of tabletop gaming. We investigated the social and collaborative aspects of tabletop gaming in the unique context of “social distancing” during the 2020 COVID-19 pandemic to shed light on the experience of remote tabletop gaming. With a multi-method qualitative approach (including digital ethnography and in-depth interviews), we empirically studied how people appropriate existing technologies and adapt their offline practices to play tabletop games remotely. We identify three themes that describe people's game and social experience during remote play: creating a shared tabletop environment (shared space), enabling a collective understanding (shared information and awareness), and facilitating a communal temporal experience (shared time). We reflect on challenges and design opportunities for a better experience in the age of remote collaboration.

We write this on the eve of the publishing of the 2019 What's Hot in Literacy Report, which is the result of a biennial survey completed by the International Literacy Association (in press) that takes the temperature of the literacy dialogue and notes the changing trends from year to year. This year, topics such as identifying effective instructional strategies for struggling learners; building early literacy skills through a balanced approach; increasing equity and opportunities; providing access to highquality, diverse books and content; and increasing professional learning represented the topics that respondents felt were particularly trending this past year. (The 2019 report will be available online very soon at https ://liter acywo rldwi de.org/get-resou rces/whats-hot-report.) These topics raise important questions that link research, theory, and practice. In this issue, we ask questions similar to these: What kinds of activities, instructional approaches, or knowledge about language are useful for becoming literate? How do these different experiences and understandings contribute to language and literacy learning?

Studying the genealogy of Massively Multiplayer Online Role-Playing Games (MMORPG), it is easy to trace their lineage back to table-top RPG systems such as Dungeons & Dragons. Because these table-top games were built around a discrete system of rules and calculations, it was very simple to transfer these systems to their computer-based counterparts. Unfortunately, the majority of these calculations focused primarily on combat, leaving the dungeon master (DM) to integrate the players' non-combat role-playing efforts such as story-arc and character development into the game. While the math-based rules of the table-top RPGs were easily integrated into the computer role-playing games, it was not possible to convert the DM into a computer system [11]. With the loss of the DM, these games also lost their depth; typically becoming combat-centric systems with a thin story veneer and a shallow quest system focused on combat.

Three school library staff members explore how they have used tabletop games in different school library settings. Teresa Copeland (Tesseract School, Paradise Valley, Arizona, USA) explores how tabletop and role-playing games have been integrated into the curriculum across a wide variety of grade levels. Brenda Henderson (Trinity High School Learning Resources Centre, Redditch, UK) discusses how a board game club has made a difference in a high school library in the United Kingdom. Brian Mayer (School Library System, Genesee Valley Educational Partnership, LeRoy, New York, USA) supports multiple school libraries in finding matches between the curriculum and authentic games and runs game design workshops.

Design for Customization: A New Paradigm for Product-Service System Development

Student projects in software engineering courses are traditionally graded according to the features developed/tasks completed by given deadline. This leads to two problems: cascading failure of some students in the course, and "feature hacking" by the students. In order to address these issues, we decided to shift grading to grading applied techniques in a web application development course. In this paper, we present the analysis of the impacts of our decision. For the analysis we use general student performance data from four prior years and three post-shift years, their performance in written exam, project grades in the web application development course for four years (two prior and two post change), and student feedback to the course. The results show that the shift to grading technique use has resulted in improved student exam and future performance among weaker students, reduced drop-out rates, and lowered the student feedback score for the course. The added benefit according to textual feedback from students was that the new grading scheme teaches students the best practices of agile web development better than previously possible.

Evaluation of accessibility within a tabletop context is much more complicated than it is within a video game environment. There is a considerable amount of variation in game systems, game mechanisms, and interaction regimes. Games may be entirely verbal, or completely non-verbal. They might be real-time or turn based, or based on simultaneous actions. They can be competitive or co-operative, or shift from one to the other during a single game session. They might involve visual pattern recognition or force players to memorise game state without visual cues. They may involve touch, or smell. They might involve social deduction or betrayal. They can encompass all sensory faculties, in differing degrees. Almost all games have accessibility considerations that should be taken into account, but there is currently no comprehensive tool by which this can be done that encompasses the rich variety of tabletop gaming interaction metaphors. In this paper, the authors discuss the heuristic lens that is used by the Meeple Centred Design tabletop accessibility project. This is a tool that has been applied to one hundred and sixteen games to date, and the full results of these have been published for analysis and consideration within the wider tabletop gaming community.

Tilt, characterized by heightened frustration, is a prevalent issue in esports, significantly impacting team dynamics and player well-being. Traditional Human-Computer Interaction (HCI) solutions often focus on individual strategies, overlooking the team-based nature of esports. This study introduces 'TILTED', a tabletop game co-designed with youth esports players, aimed at fostering open communication and empathy to collectively manage tilt. Findings from four user testing sessions with collegiate esports teams reveal that team-based interventions like 'TILTED' can enhance team cohesion and provide effective strategies for emotional regulation. The game facilitates understanding and empathy among teammates for managing emotions and maintaining a positive team atmosphere. Our research underscores the importance of resetting strategies and shared mental models in helping to mitigate tilt and offers design implications for future team-based interventions to enhance team dynamics and tilt management strategies as a team.

The growing usage of Agile methodology in software development projects among industry professionals (software engineers, system analysts, requirement engineers, etc.) and academia (software engineering students) leads to the need for the implementation of UML diagram for requirements modelling. Use case diagram, an example of UML diagram, is a very powerful tool to model the requirements specified by the users while also helping the development teams understand the functionalities and interactions between users and the system. However, there is a lack of a system or tool that can perform the operation to visualise the use case diagram directly from user stories because generating this diagram manually requires a deep understanding of the requirements and effective communications with stakeholders and it consume lots of time while previous studies which relate to this study are unable to fulfil the relationship elements of use case diagram. This study will introduce a method to visualise the use case diagram from structured textual user stories by utilising Natural Language Processing (NLP) and application of logical rules which will be done in four stages, namely Requirement Gathering, Natural Language Processing, Application of Logical Rules and UML Diagram Generation. A tool named Stanford CoreNLP will be used to perform four techniques of NLP: tokenisation, stemming and lemmatisation, POS tagging and dependency parsing to process the textual user stories, followed by applying the logical rules before generating the use case diagram. This study will propose a method to solve the gap, which is the problem with the generation of relationship elements, while contribute a semi-automated approach to generate a use case diagram from user stories.

The term Internet of Things (IoT) describes an environment where billions of objects, restricted in resources, use the Internet as an infrastructure for exchanging messages. In the IoT system, a set of heterogeneous devices such as sensors, actuators, energy sources, and processors are fundamental for the interaction between objects. The construction of these systems demands the professionals’ knowledge in identifying, analyzing, and specifying the requirements that impact the system quality. However, there are challenges in developing these systems because the different perceptions of stakeholders and the different use of computing resources can cause errors in requirements gathering and lead to ambiguities in developing IoT systems. In addition, its characteristics and its large number of elements tend to increase the complexity of its configuration. Therefore, it is necessary to develop techniques to promote effective communication between the stakeholders, regardless of their areas of knowledge, to establish, define and clarify the requirements. This work proposes comic strips (CS) for defining and gathering requirements for IoT systems. The first set of non-functional requirements for IoT systems was identified in the literature, such as maintainability, security, integration, and performance. We developed a syntax for building comics to assist in the definition and requirements gathering of IoT systems from this set. We conducted a feasibility study using informal, formal, and technical workshops with professionals and users to identify the potential for continuity of this proposal. In addition, this discussion was carried out with undergraduate students who could participate in the process, improving their knowledge in requirements engineering. The students could identify divergence among interests and concepts from stakeholders and propose adequated solutions during requirements elicitation. The results obtained from an established comic were positive and promoted communication between stakeholders. This work’s contribution approaches the grammar for defining IoT systems in comics and an effective interaction method.

to report the experience on the operationalization of a university extension project with and for training affirmative action students. an experience report with a descriptive approach on the operationalization of a university extension project for training affirmative action students, between 2020 and 2021, based on blended-learning and Activity Theory. we carried out 103 activities, including actions for product development, media maintenance and targeted study of themes. They involved 13 students from two institutions, two leaders from ethnic groups and eight instructors. collaborative relationships provided the exchange of knowledge about public health policies, educational technologies and social media, reducing deficits in the use of technological resources and application in health education. The activities promoted students' leading role coming from affirmative action, in a representative way, from their experiences and needs, being potential for equitable training.

 Abstract—This paper explains the roles of key IT Personnel during the development of the Software Requirement Specification (SRS) in the Malaysian Public Sector. We determine the flow of the SRS procedure through the interview process to nine of IT Manager in Malaysian Public Sector. They explain their experience during requirement gathering in IT Project. Our purpose is to standardize their roles and responsibility as a guideline during our software project development. We diagram their experience to be easier understood by IT Personnel. The process flow contents of activity which blends with RE process. We have done the refining using Delphi Technique to the IT Expert in Malaysian Public Sector. We hope that the team will produce the structured SRS for as their guideline for complete the software project development.

Putting Requirements and Quality at the Core of Global Service Delivery: Current Efforts and Future Plans at Pace University

In this chapter, which draws upon our daily project work at adesso AG, we first show how the various levels of digitalization have affected, or are currently impacting, requirements engineering. Projects within the context of digital transformation in particular place more stringent demands on requirements engineering because these call for new business models to be developed, and these in turn will only succeed if the new software to be developed does the best possible job of meeting users’ real needs. One possible methodology for this is design thinking, because this method places users and their needs at the center of the design process. Starting with a brief overview of the main ideas and approaches behind this methodology, we show how we have successfully employed the design thinking concept in two concrete project situations.