Learning Requirements Elicitation Interviews with Role-Playing, Self-Assessment and Peer-Review
Learning Requirements Elicitation Interviews with Role-Playing, Self-Assessment and Peer-Review
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DOI：
10.1109/re.2019.00015
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发表时间：
2019-09
期刊：
影响因子：
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通讯作者：
Alessio Ferrari;P. Spoletini;Muneera Bano;Didar Zowghi
中科院分区：
文献类型：
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作者：
Alessio Ferrari;P. Spoletini;Muneera Bano;Didar Zowghi
在需求获取的实践中，大量使用了访谈。然而，进行有效的面试往往取决于软技能，以及通过经验获得的知识。在需求工程教育和培训（REET）方面，有限的资源和一些有根据的教学方法可供学生获得和提高他们作为面试官的技能。本文提出了一种新颖的教学方法，结合角色扮演，同行评审和自我评估，使学生反思自己的错误，提高他们的面试技巧。我们通过一个受控的准实验评估的方法。研究表明，这种方法大大减少了学生犯的错误。参加者的反馈证实了拟议培训的实用性和简易性。这项工作有助于REET的知识体系与经验评估的教学访谈方法。此外，我们分享所使用的教学材料，使其他教育工作者能够应用并可能调整方法。
Interviews are largely used in the practice of requirements elicitation. Nevertheless, performing an effective interview often depends on soft-skills, and on knowledge acquired through experience. When it comes to requirements engineering education and training (REET), limited resources and few well-founded pedagogical approaches are available to allow students to acquire and improve their skills as interviewers. This paper presents a novel pedagogical approach that combines role-playing, peer-review and self-assessment to enable students to reflect on their mistakes, and improve their interview skills. We evaluate the approach through a controlled quasi-experiment. The study shows that the approach significantly reduces the amount of mistakes made by the students. Feedback from the participants confirms the usefulness and easiness of the proposed training. This work contributes to the body of knowledge of REET with an empirically evaluated method for teaching inter-views. Furthermore, we share the pedagogical material used, to enable other educators to apply and possibly tailor the approach.