This paper describes the concept and two instantiations of a gamified elearning course. We use badges that are attached to quizzes as the main gamification element in a course on software engineering for bachelor students in computer science. Our main goal is to support distributed practice without external pressure. This course concept has been instantiated at two universities in Germany and India. Since these countries have a very different cultural background, we compared the motivation and learning results on the two student groups. Current results show, that the motivation and learning results are quite similar despite the different cultural background.

An effective technique to support sustainable learning is distributed practice, a method shown to enhance long-term knowledge retention. As part of our research agenda, we aim to investigate suitable design strategies for eLearning courses that support distributed practice through intrinsic motivation. Our most recent strategy followed the idea of linking the acquisition of badges gained by completing a set of quizzes with a small extrinsic reward, a small bonus in the exam grade. We built a course with quizzes and timed badges with staged deadlines for the badges to ensure students do the quizzes during the semester and not shortly before the exam. An initial evaluation of this course design yielded encouraging results. The assessment showed that students learned a great deal from the quizzes and were highly motivated by the quizzes and by receiving the badges. Qualitative feedback highlighted increased motivation, increased engagement, and lower levels of perceived stress among students, who attributed these changes to the platform's ability to make learning more enjoyable and less monotonous. This paper argues that the strategic use of gamification in engineering education can significantly support distributed practice by creating an interactive, motivating, and supportive learning environment.

For the teaching of agile methods in an IT undergraduate course we developed a gamified blended learning course. We created the course with gamification elements such as videos, quizzes, badges, and points in the learning management system Moodle. In this paper, we first share our experiences with distributed practice in this course and how gamification supported our flipped classroom approach. We also briefly present results of a survey study that investigated intrinsic motivation with an earlier version of the course and that revealed mixed results, i.e., an increase of intrinsic motivation for some factors, but not for all factors. The evaluation results and observations motivated a future research agenda aimed at further improving and continuously evaluating the impact of gamification on intrinsic motivation to ultimately promote distributed practice as well as sustained learning combined with fun for the students.

For teaching agile methods in an IT undergraduate course we built up a gamified blended learning course. We created the course with gamification elements like videos, quizzes, badges, and points within the learning management system Moodle. To do so we used a gamification concept based on MDA (Mechanics-Dynamics-Aesthetics). The goal of the gamification concept was to increase intrinsic motivation of the students. We evaluated the motivation of our students with a questionnaire that is based on the psychological motivation theory STD (Self Determination Theory). The paper will shortly show how we built up the course in Moodle, and also gives some details on the used plugins and gamification elements. The main focus is on the evaluation which was done using a standardized questionnaire on intrinsic motivation built upon SDT at the beginning and at the end of our course. 39 students participated before taking the course and 16 after the completion of the course. The evaluation shows that some elements in the course like Videos and quizzes increase the motivation clearly whereas others do not. We could show an increase of intrinsic motivation in some factors of the questionnaire we used, but not in all factors.

In this paper we describe the evolution of a gamified course on agile methods and Scrum in software engineering teaching at university. The course covers among other topics, agile project management and scrum. For knowledge tranfer we used different gamification approaches in this course over the years, including point based gamification and story based gamification but also simple approaches like quizzes. The gamified e-learning course was realized with the learning management system Moodle. We describe how the course was built up in moodle, give some technical details on the used plugins and gamification elements. We describe our experiences with the different gamification approaches and give some lessons learned.

Requirements Engineering (RE) relies on frequent cooperation and exchange between multiple stakeholder and RE-engineers in order to elicit, analyse, specify, manage and document requirements. Culture shapes the way in which people communicate, adopt techniques, methods and practices. Due to the cooperation-intensive nature of requirements elicitation the cultural background of all involved participants might strongly influence the outcome. This exploratory research investigates the influence of culture on requirements elicitation. The main source of information are qualitative, semi-structured interviews that were conducted with three participants from a large-scale consumer electronics manufacturing company in Korea. The research identified 10 cultural aspects of the Korean culture that show an impact on requirements elicitation.

As women belong to a minority in computer science, this work aims to provide possible STEM education initiatives for middle to high school students. These initiatives are designed for institutions to contribute to increasing the proportion of women in computer science by using robots. Through applying these initiatives, institutions such as computer science faculties can help to reduce the gender imbalance, increase diversity and the amount of computer science specialists, who are requested immensely. Based on the results of conducted requirements elicitation a concept for programming an application with the NAO robot which trains vocabularies, as well as a concept with the Cozmo robot which piles up cubes, were developed. First tests were performed with female and male high school students. Either concept consists of an introduction of possible robotics application fields, a presentation explaining the Python program code of the concept as well as corresponding exercises with the robot and Python. Evaluation of the workshop concepts through questionnaires showed that both concepts have the potential to increase the proportion of women and to motivate female as well as male students for computer science. Moreover, recommendations for further robotics projects with respect to motivating young women for STEM can be made based on the insights of the requirements elicitation and the evaluation of the concepts. Nevertheless, further refinement and validation has to be undertaken. Long-term as well as short-term initiatives are feasible with the developed concepts. All participating schools showed high interest in both types of initiatives and further cooperation.

As women belong to a minority in computer science, this work aims to provide possible K-12 STEM education initiatives how computer science faculties can contribute to increasing the proportion of women in computer science by using robots. Through applying these initiatives, faculties can help to reduce the gender imbalance, increase diversity and the amount of computer science specialists, who are requested immensely. Based on the results of conducted requirements elicitation a concept for programming an application with the NAO robot which trains vocabularies, as well as a concept with the Cozmo robot which piles up cubes, were developed. First tests were performed with female and male high school students. Either concept consists of an introduction of possible robotics application fields, a presentation explaining the Python program code of the concept as well as corresponding exercises with the robot and Python. Evaluation of the workshop concepts through questionnaires showed that both concepts have the potential to increase the proportion of women and to motivate female as well as male students for computer science. Moreover, recommendations for further robotics projects with respect to motivating young women for STEM can be made based on the insights of the requirements elicitation and the evaluation of the concepts. Nevertheless, further refinement and validation has to be undertaken. Long-term as well as short-term initiatives are feasible with the developed concepts. All participating schools showed high interest in both types of initiatives and further cooperation.

1 Einleitung Typischerweise werden Systeme nicht auf der grunen Wiese entwickelt, im Allgemeinen entwickelt man existierende Systeme weiter oder migriert Systeme auf Basis von mehreren Altsystemen. Ein Entwicklungsansatz der systematischen Wiederverwendung genutzt werden kann ist die Entwicklung in Produktlinien[1][2]. Hier wird die Entwicklung in zwei Lebensyzklen unterteilt (Entwicklung fur Wiederverwendung und Entwicklung mit Wiederverwendung) und Produktzentriert wiederverwendbare Komponenten entwickelt. Die Einfuhrung von Produktlinien ist jedoch eine Investition die geplant werden muss. Bei diesen fruhen Planungsund Anforderungsaktivitaten (Produktlinien Scoping) ist die Einbeziehung des Wissens von Domanenexperten essentiell. In existierenden Scoping Ansatzen wird die Information die benotigt wird interaktiv von den Domanenexperten erfragt[3]. Dies ist ein aufwandsund kommunikationsintensiver Task durch die grose Anzahl an Domanenexperten die potentiell involviert werden mussen und der Zeit die fur Workshops und Interviews benotigt wird[4] und scheitert oder verzogert sich oft wegen der der mangelnden Verfugbarkeit und starken Einbindung der Domanenexperten in Entwicklungsund Planungsaktivitaten. Der hier prasentierte CaVE Ansatz (Commonality and Variability Extraction) [5][6] bietet Losung fur dieses Verfugbarkeitsproblem. Der Ansatz unterstutzt Scoping und Anforderungsanalyse mit einer patternbasierten Methode die Benutzerdokumentation existierender Systeme systematisch analysiert. Es konnen Features (fur den Benutzer relevante Eigenschaften des Systems), Domanen und Subdomanen (Konzeptionelle Einheiten innerhalb der Systembeschreibung) Use Cases und Use Case Elemente, Relationen und Gemeinsamkeiten und Variabilitaten aus Benutzerdokumentation identifiziert werden. Diese Methode kann von nicht spezialisierten Kraften (z.B. Studenten) nach kurzem Einarbeitungsaufwand angewandt werden und unterstutzt somit die Einfuhrung von Produktlinien durch die Entlastung der Domanenexperten. Durch die flexibel einsetzbaren Pattern ist der Ansatz sowohl fur Produktlinien als auch fur Einzelsysteme anwendbar. 2 Elemente des Ansatz Der Ansatz besteht aus folgenden Elementen: 1. Analyse-Pattern die beschreiben, wie man typischerweise Anforderungsinformation in Benutzerdokumentation identifiziert (z.B. „Use case Beschreibungen kann man in nummerierten Listen finden“). Die Pattern (siehe Tabelle 1) werden je nach Art der Dokumentation und gewunschten Artefakten ausgewahlt und bei Analyse und Vergleich der Dokumentationen manuell angewendet. Es existieren Pattern fur verschiedene Eingabeartefakte (Phrasen, Uberschriften, Listen etc) und verschiedene Ausgabeartefakte (Features, Use Cases, Variabilitaten etc). Die jeweils passenden Artefakttypen und damit die passenden Pattern konnen systematisch ausgewahlt werden. 2. Eine Analyse Methode (siehe Abb. 1) die die Schritte bei der manuellen Analyse beschreibt. In der Vorbereitungsphase (Preparation) werden Patterns ausgewahlt und die Dokumentation in handhabbare und vergleichbare Teile unterteilt. In der Analysephase werden die Dokumentteile mit Hilfe der Pattern miteinander verglichen. Die extrahierten Phrasen und Satze werden markiert oder in vorlaufigen Produktlinien Artefakten wie variablen Use Cases oder einer Produkt-FeatureMatrix gesammelt. Im dritten Schritt werden die vorlaufigen Artefakte mit dem Domanen-Experten validiert und konnen fur die Produktlinienentwicklung genutzt werden.

Explicit variability management is essential for large product lines and requires explicit strategies for instantiating the managed variabilities during application engineering. An instantiation strategy proposes a certain order for the resolution of variabilities during application engineering or for testing. If an alphabetical strategy is used, for instance, the variabilities are resolved in alphabetical order, from A to Z. In this paper, we motivate the necessity of strategies for large variability models, which help to identify starting points and guide the resolution of variability models. We sketch the application of the strategies in a tool and give the results of an experiment performed to compare the strategies in different situations. The experiment showed that the efficiency of instantiation differs by more than 35% between different strategies. Additionally, the meaningfulness of the instantiation was perceived differently for the various strategies and the strategies were all perceived as being easy to resolve. With the experiment, we managed to demonstrate that the effectiveness of instantiation strategies differs, which motivates the need for different variability instantiation strategies in different situations.

Any organizations develop software or software –intensive products, which are can be seen as variants or members of a product line. Often the market demands variability and the software organization expects productivity benefits from reuse. In any case, complexity of the software development increases. Requirements management plays a central role in this, when it comes to mastering the complexity. In this tutorial we will give an overview on how to analyze, build and manage common and variable requirements for a product line.

Product Line Engineering has a widespread use in industry now. Therefore there is a high need for customizable, adaptable, and also for mature methods. Scoping is an integral part of Product Line Engineering. In this phase we determine where to reuse and what to reuse, establishing the basis for all technical, managerial, and investment decisions in the product line to come. In this tutorial we will give an introduction on how to analyze an environment with the purpose of planning a product line and its future evolution.

This panel addresses questions around architecture like: How do you think a good product line architecture should look like? How much up-front design do we need for a product line architecture? What are hot research topics in product line architecture? The panel is organized as a goldfish bowl, where the panelists are in the middle of the audience and panelists change during the panel.

Modeling results of urban growth reflect the spatial patterns of urban growth in the investigated region for all 3 time periods. We achieve Kappa values of about 0.6 for all modeling runs, however, due to data shortcomings the modeling results vary slightly between the different time periods. Results suggest that urban land use growth in the greater Tirana region can be modeled in a spatially explicit way using a SVM approach. Modifications in rate and location of change in the investigated time periods was pictured in the modeling results. Modeling results accuracies vary slightly according to the number of driving factors included as features in the SVM to explain the urban growth. The sequential feature forward selection process reveals that driver information derived from population

The introduction of product line engineering must be well planned. This planning phase, where the product line's characteristics are determined, is called scoping. Product line scoping is the process of identifying and delimiting capabilities (products and features) and areas (subdomains and existing assets) of the product line where investment into reuse would be economical and beneficial to product development. It aims to dispel doubts and uncertainty in decisions about which products will become part of the product line and whether to invest into reuse. Scoping is based heavily on expert knowledge and information from meetings and workshops.

[Context and motivation]PLEvo-Scoping is a method intended to help Product Line (PL) scoping teams anticipate emergent features and distinguish unstable from stable features, with the aim of preparing their PL for likely future adaptation needs. [Question/problem]This paper describes a quasi-experiment performed to characterize PLEvo-Scoping in terms of adequacy and feasibility. [Principal ideas/results] This quasi-experiment was performed by two scoping teams in charge of scoping the same PL, where one scoping team applied first an existing PL scoping approach and then PLEvo-Scoping, while the other scoping team interweaved activities from both. The two approaches achieved similar results: The method could be applied in just one day, and it was considered adequate and feasible. [Contribution] Ideas on how to improve the method and its tool support have been obtained, and similar results are expected from other professionals facing the problem of evolution-centered PL scoping. However, further empirical studies should be performed.

Product line engineering has a widespread use in industry now. Therefore there is a high need for customizable, adaptable, and also for mature methods. Scoping and product line analysis are a unique and integral part of product line engineering. In these phases we determine where to reuse and what to reuse, establishing the basis for all technical, managerial, and investment decisions in the product line to come. Furthermore, these early phases are highly context dependant. In this tutorial we will give an introduction on how to analyze an environment with the purpose of planning a product line and its future evolution. We focus on product line requirements engineering methods, comprising product line scoping, analysis, and planning for evolution.