Evaluation of the effectiveness of developing real-world software projects as a motivational device for bridging theory and practice

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dc.check.date2023-11-03
dc.check.infoAccess to this article is restricted until 18 months after publication by request of the publisher.en
dc.contributor.authorDong, Dapeng
dc.contributor.authorButler, Robert
dc.contributor.authorHerbert, John
dc.contributor.funderHigher Education Authorityen
dc.date.accessioned2022-05-20T14:02:25Z
dc.date.available2022-05-20T14:02:25Z
dc.date.issued2022-05-03
dc.description.abstractWhile incorporating project-based exercise is a common practice in software engineering education, few studies have been conducted in investigating how real-world project development influences university students’ proactive learning and knowledge transformation. This study aims to evaluate the effectiveness of developing real-world projects with industry engagement in encouraging students to apply knowledge to practice and be more proactive in learning. Using a two-group, post-test quasi-experimental design, the performance between the students taking real-world project development and the students in the control group are compared using descriptive statistics, the independent samples t-test and Welch t-test, accordingly. Both the Spearman’s rank-order and Kendall’s τ-b are used to examine the relationship between students’ practical works and the level of knowledge transformation estimated by the students through online surveys. The results suggest that using real-world projects in the classroom can be an effective motivational device for proactive learning and knowledge transformation. Project-based exercise should be both comprehensive and keeping pace with technology development driven by the software industry evolution to be more effective. The direct interaction with stakeholders, dynamic requirements change, employment of Agile methods, self-organising teams, and using challenging real-world projects, are essential in simulating a real-world software development environment in the classroom.en
dc.description.sponsorshipHigher Education Authority (Project Live Initiative, which was funded by the HEA Innovation and Transformation Project “Future Ready”)en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationDong, D., Butler, R. and Herbert, J. (2022) 'Evaluation of the effectiveness of developing real-world software projects as a motivational device for bridging theory and practice', Journal of Further and Higher Education. doi: 10.1080/0309877X.2022.2070727en
dc.identifier.doi10.1080/0309877X.2022.2070727en
dc.identifier.eissn1469-9486
dc.identifier.issn0309-877X
dc.identifier.journaltitleJournal of Further and Higher Educationen
dc.identifier.urihttps://hdl.handle.net/10468/13207
dc.language.isoenen
dc.publisherRoutledge - Taylor & Francis Groupen
dc.rights© 2022, UCU. Published by Routledge - Taylor & Francis Group. This is an Accepted Manuscript version of the following article, accepted for publication in Journal of Further and Higher Education: Dong, D., Butler, R. and Herbert, J. (2022) 'Evaluation of the effectiveness of developing real-world software projects as a motivational device for bridging theory and practice', Journal of Further and Higher Education, doi: 10.1080/0309877X.2022.2070727. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectSoftware engineeringen
dc.subjectProjecten
dc.subjectDevelopmenten
dc.subjectTheoryen
dc.subjectPracticeen
dc.titleEvaluation of the effectiveness of developing real-world software projects as a motivational device for bridging theory and practiceen
dc.typeArticle (peer-reviewed)en
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