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TABLE 7: Continued.

Table 7 Continued.

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Ficure 2: SRL overview [35].
Ficure 2: SRL overview [35].
TABLE 4: Likert scale for the quality criteria. Source: adapted from [44].
TABLE 4: Likert scale for the quality criteria. Source: adapted from [44].
[ABLE 5: Studies returned and remaining studies through the stages of SRL (the table follows the S|M standard, in which S stands for softwa srocess improvement papers/articles and M for software measurement papers/articles).
[ABLE 5: Studies returned and remaining studies through the stages of SRL (the table follows the S|M standard, in which S stands for softwa srocess improvement papers/articles and M for software measurement papers/articles).
TABLE 6: Quality levels. Source: [37]. With regard to the distribution of papers/articles by type of publication, it was found that most of the primary studies (i.e., 73%) were published in conferences, 5% in workshops, and only 22% in journals, as shown by the chart in Figure 5. The authors consider conferences and workshops as two different events, because some papers point to work- shops as a publication venue, for instance, the paper entitled “HALO (Highly Addictive, Socially Optimized) Software Engineering” that came with its DOI linked to the “Proceed- ings of the 1st International Workshop on Games and Soft- ware Engineering.”
TABLE 6: Quality levels. Source: [37]. With regard to the distribution of papers/articles by type of publication, it was found that most of the primary studies (i.e., 73%) were published in conferences, 5% in workshops, and only 22% in journals, as shown by the chart in Figure 5. The authors consider conferences and workshops as two different events, because some papers point to work- shops as a publication venue, for instance, the paper entitled “HALO (Highly Addictive, Socially Optimized) Software Engineering” that came with its DOI linked to the “Proceed- ings of the 1st International Workshop on Games and Soft- ware Engineering.”
The systematic review of the literature is a method used to highlight trends. In spite of this, this work does not indi- cate a reason that justifies the conferences and workshops as the main means of publishing the studies of gamification and serious games analysed in this SRL. The authors believe that conferences and workshops have three main advantages over other venues, namely, (a) speed of publication: it usually took only a few months to have their work published in a conference or workshop, unlike journals that have a much longer time, and it can be from quarters to semesters to pub- lish the same article; (b) full papers are generally papers of 8 frequency of primary studies per year, with the different colours representing the related papers/articles about serious games and gamification, and it shows a growing pattern until the year 2016 in the use of games and gamification for teaching.
The systematic review of the literature is a method used to highlight trends. In spite of this, this work does not indi- cate a reason that justifies the conferences and workshops as the main means of publishing the studies of gamification and serious games analysed in this SRL. The authors believe that conferences and workshops have three main advantages over other venues, namely, (a) speed of publication: it usually took only a few months to have their work published in a conference or workshop, unlike journals that have a much longer time, and it can be from quarters to semesters to pub- lish the same article; (b) full papers are generally papers of 8 frequency of primary studies per year, with the different colours representing the related papers/articles about serious games and gamification, and it shows a growing pattern until the year 2016 in the use of games and gamification for teaching.
Ficure 3: Number of studies returned by the search database.
Ficure 3: Number of studies returned by the search database.
Furtado, L., & Oliveira, S. R. B. (2018). A Teaching Approach of Software Measurement Process with Gamification-A Experiment: ) 136 Study. In ICSOFT (pp. 267-274). unattractive, so at the risk of the participants lost interest in the application. In addition, in this same work, it was stated that the participants were bored, as they considered the pro- ject repetitive and with many interruptions. This contrasted with the P7 study, which includes the Gamiware tool, a gami- fication platform which is aimed at increasing motivation in software projects. It was reported that its main limitation was the lack of integration with a consolidated framework for project management, such as Jira or Redmine. of balance in the project which discouraged them, because it was very difficult to obtain points. The purpose of study P39 was to allow the students to compete, by tion, and play a role, join a team, and choose ever, it was found that not all students liked atmosphere surrounding gamification, and t using gamifica- a project. How- the competitive hey argued that this great pressure led to a sense of demotivation. As in the case of P53, which seeks to encourage code refactoring through the use of gamification, it was found dents unnecessarily refactored the code ju that some stu- st to get more points in the game. As a result, some students admitted that they were cheating and did not deserve t heir score, and hence, this mistaken assignment of points ended up discour- aging those students who had earned the poi nts honestly. In Furtado, J., Oliveira, S. R. B., Chaves, R. O., Telles, A., & Colares, A. (2021). An Experimental Evaluation of a Teaching Approach for P135 Statistical Process Control in Computer Courses. International Journal of Information and Communication Technology Education (IICTE), 17(1), 154-171.
Furtado, L., & Oliveira, S. R. B. (2018). A Teaching Approach of Software Measurement Process with Gamification-A Experiment: ) 136 Study. In ICSOFT (pp. 267-274). unattractive, so at the risk of the participants lost interest in the application. In addition, in this same work, it was stated that the participants were bored, as they considered the pro- ject repetitive and with many interruptions. This contrasted with the P7 study, which includes the Gamiware tool, a gami- fication platform which is aimed at increasing motivation in software projects. It was reported that its main limitation was the lack of integration with a consolidated framework for project management, such as Jira or Redmine. of balance in the project which discouraged them, because it was very difficult to obtain points. The purpose of study P39 was to allow the students to compete, by tion, and play a role, join a team, and choose ever, it was found that not all students liked atmosphere surrounding gamification, and t using gamifica- a project. How- the competitive hey argued that this great pressure led to a sense of demotivation. As in the case of P53, which seeks to encourage code refactoring through the use of gamification, it was found dents unnecessarily refactored the code ju that some stu- st to get more points in the game. As a result, some students admitted that they were cheating and did not deserve t heir score, and hence, this mistaken assignment of points ended up discour- aging those students who had earned the poi nts honestly. In Furtado, J., Oliveira, S. R. B., Chaves, R. O., Telles, A., & Colares, A. (2021). An Experimental Evaluation of a Teaching Approach for P135 Statistical Process Control in Computer Courses. International Journal of Information and Communication Technology Education (IICTE), 17(1), 154-171.
Ficure 5: Types of events.
Ficure 5: Types of events.
TasBL_e 9: Authors, universities, and countries that have had most published primary studies. previous methods). Each of them had a 2.5% share of all the primary studies. Furthermore, a usability test had a 3.75% share of the total. Finally, the user observation testing tech- nique (used in ethnography) was an evaluation method that comprised 1.25% of the total number of analysed papers/articles. Two approaches were adopted to ensure a high-quality assessment. The first entailed conducting an interview with experts, and this was used in 16.25% of the papers/articles, and on the basis of this, it was possible to conduct a survey or make a presentation of the projects to allow the experts
TasBL_e 9: Authors, universities, and countries that have had most published primary studies. previous methods). Each of them had a 2.5% share of all the primary studies. Furthermore, a usability test had a 3.75% share of the total. Finally, the user observation testing tech- nique (used in ethnography) was an evaluation method that comprised 1.25% of the total number of analysed papers/articles. Two approaches were adopted to ensure a high-quality assessment. The first entailed conducting an interview with experts, and this was used in 16.25% of the papers/articles, and on the basis of this, it was possible to conduct a survey or make a presentation of the projects to allow the experts
TABLE 8: Publication venues. give their opinions. The second strategy was the application of the Delphi method for the validation of 2.5% of the pro- jects. In this technique, a questionnaire is sent to a team of experts who are not aware of the views of other experts and in consecutive rounds, and the experts’ opinions are analysed until a consensus is reached. Figure 6 shows each of the validation methods found in the papers/articles of this review, and in Table 11, each study is examined by means of this validation method.
TABLE 8: Publication venues. give their opinions. The second strategy was the application of the Delphi method for the validation of 2.5% of the pro- jects. In this technique, a questionnaire is sent to a team of experts who are not aware of the views of other experts and in consecutive rounds, and the experts’ opinions are analysed until a consensus is reached. Figure 6 shows each of the validation methods found in the papers/articles of this review, and in Table 11, each study is examined by means of this validation method.
TABLE 10: Application contexts.
TABLE 10: Application contexts.
TABLE 11: Studies by validation methods.
TABLE 11: Studies by validation methods.
TABLE 13: Mechanics per primary studies. highest level of abstraction of the set of game components outlined by [15]. They are usually related to the sensations that gamification seeks to arouse in users. Below are listed and conceptualized the dynamics defined by [15]: the game approach by presenting the progress with different game elements, like points, leaderboards, levels, and social graphs, as a constant factor to encourage the user to keep the game on. The cooperation and competition used similar game elements to create an environment of player versus player or team versus team. These two mechanics were the most common ones used in games.
TABLE 13: Mechanics per primary studies. highest level of abstraction of the set of game components outlined by [15]. They are usually related to the sensations that gamification seeks to arouse in users. Below are listed and conceptualized the dynamics defined by [15]: the game approach by presenting the progress with different game elements, like points, leaderboards, levels, and social graphs, as a constant factor to encourage the user to keep the game on. The cooperation and competition used similar game elements to create an environment of player versus player or team versus team. These two mechanics were the most common ones used in games.
TABLE 12: Game elements per primary studies.
TABLE 12: Game elements per primary studies.
TABLE 14: Dynamics per primary studies. TABLE 15: Genres per primary studies.
TABLE 14: Dynamics per primary studies. TABLE 15: Genres per primary studies.
games and gamification from being motivational or mean they are unable to create a safe and simulating application environment for the deployment of practical knowledge. As article P16 makes clear, these schemes can be beneficial when used as a teaching support tool. obtained by the control group. Finally, in the P72 study, it could be concluded that there was a positive gain when a comparison was made between pre and postquestionnaires in a class of 42 students who achieved scores of 39.05 and 61.91, respectively, after they had been taught by a method based on RPG that was used in the classroom for the teaching of measurement and analysis through estimates of cost, time, and risk. 4.10. SPIQ1: In What Processes (Measurement and Requirements Collection, among Others) Were the Gamification System or Serious Games Applied in the Area of SPI? Software process improvement carries out practical activities to optimize the processes in the organization and ensure that they meet the business objectives, more effec- tively [20], ie. to deliver software faster to the market, improve quality, and reduce waste. The goal is to make the organization more competitive by producing higher-quality software in less time and at a more affordable price. However, most studies such as P16, P37, P44, P53, P83, P85, P104, P113, P115, P119, P121, P126, and P131 showed no statistically significant gain or signs that the game-based schemes were superior to the traditional teaching environ- ment, although they were often referred to as having the same effect and being equally effective in teaching. For exam- ple, in the case of article P16 where software measurement is taught through the GQM paradigm, no statistical differences were found between the control and experimental groups. As discussed in P44, the results obtained in these studies, may show that games or gamification are not more efficient in teaching than in traditional classes. In contrast, these studies suggest that these schemes are no less efficient than the tradi- tional medium. That is, even if the value of teaching software process improvements and software measurement is ques- tionable, this does not preclude the qualities involved in There are international and national standards and models that are designed to optimize the organizational pro- cesses and, hence, make an improvement in the quality of the software. These include the CMMI model, the MPS.BR model, and ISO 15504. The CMMI model that was developed by the CMMI Institute (organization belonging to ISACA) includes best practices for software and systems processes, since it is an internationally adopted standard. Thus, this
games and gamification from being motivational or mean they are unable to create a safe and simulating application environment for the deployment of practical knowledge. As article P16 makes clear, these schemes can be beneficial when used as a teaching support tool. obtained by the control group. Finally, in the P72 study, it could be concluded that there was a positive gain when a comparison was made between pre and postquestionnaires in a class of 42 students who achieved scores of 39.05 and 61.91, respectively, after they had been taught by a method based on RPG that was used in the classroom for the teaching of measurement and analysis through estimates of cost, time, and risk. 4.10. SPIQ1: In What Processes (Measurement and Requirements Collection, among Others) Were the Gamification System or Serious Games Applied in the Area of SPI? Software process improvement carries out practical activities to optimize the processes in the organization and ensure that they meet the business objectives, more effec- tively [20], ie. to deliver software faster to the market, improve quality, and reduce waste. The goal is to make the organization more competitive by producing higher-quality software in less time and at a more affordable price. However, most studies such as P16, P37, P44, P53, P83, P85, P104, P113, P115, P119, P121, P126, and P131 showed no statistically significant gain or signs that the game-based schemes were superior to the traditional teaching environ- ment, although they were often referred to as having the same effect and being equally effective in teaching. For exam- ple, in the case of article P16 where software measurement is taught through the GQM paradigm, no statistical differences were found between the control and experimental groups. As discussed in P44, the results obtained in these studies, may show that games or gamification are not more efficient in teaching than in traditional classes. In contrast, these studies suggest that these schemes are no less efficient than the tradi- tional medium. That is, even if the value of teaching software process improvements and software measurement is ques- tionable, this does not preclude the qualities involved in There are international and national standards and models that are designed to optimize the organizational pro- cesses and, hence, make an improvement in the quality of the software. These include the CMMI model, the MPS.BR model, and ISO 15504. The CMMI model that was developed by the CMMI Institute (organization belonging to ISACA) includes best practices for software and systems processes, since it is an internationally adopted standard. Thus, this
model was chosen as a reference point for the processes addressed in this work because it allows a company to improve its processes based on the application of maturity and capacity, enabling an analysis the performance of these processes. Although the measurement process has a significant occur- rence, the vast majority of primary papers/articles do not address the software measurement process as an exclusive focus, and only 4% (P16, P29, P134, P135, P136, and P137) of all primary papers/articles have an exclusive focus on it, which is a very low percentage, showing that this field has a lot to be explored. In addition, as can be seen in Table 16, the primary papers/articles usually have more than one related software process.
model was chosen as a reference point for the processes addressed in this work because it allows a company to improve its processes based on the application of maturity and capacity, enabling an analysis the performance of these processes. Although the measurement process has a significant occur- rence, the vast majority of primary papers/articles do not address the software measurement process as an exclusive focus, and only 4% (P16, P29, P134, P135, P136, and P137) of all primary papers/articles have an exclusive focus on it, which is a very low percentage, showing that this field has a lot to be explored. In addition, as can be seen in Table 16, the primary papers/articles usually have more than one related software process.
TABLE 17: Metrics found in the primary studies.
TABLE 17: Metrics found in the primary studies.
TABLE 17: Continued.
TABLE 17: Continued.
cesses. Moreover, when being involved in serious games, stu- dents can learn measurement practices in their spare time. TABLE 18: Game elements identified in the primary software measurement studies. various contexts, including education, and industry. Their main achievement is to create a simulating environment in which students can apply their theoretical knowledge in a practical way and through this means learning by doing. As can be seen in the Dale cone in Figure 1, learning is theoret- ically more effective when carried out in an atmosphere that simulates actual experience. As can be seen in article P16, educators can benefit from using this kind of tool as a peda- gogical aid for the subject of software measurement because it is very difficult to cover all the software engineering pro-
cesses. Moreover, when being involved in serious games, stu- dents can learn measurement practices in their spare time. TABLE 18: Game elements identified in the primary software measurement studies. various contexts, including education, and industry. Their main achievement is to create a simulating environment in which students can apply their theoretical knowledge in a practical way and through this means learning by doing. As can be seen in the Dale cone in Figure 1, learning is theoret- ically more effective when carried out in an atmosphere that simulates actual experience. As can be seen in article P16, educators can benefit from using this kind of tool as a peda- gogical aid for the subject of software measurement because it is very difficult to cover all the software engineering pro-
TABLE 19: SWOT analysis. practices, it was possible to reduce the risk of primary articles being excluded. ment techniques, the field of application (education, health, and welfare), different types of serious games, the number of users, and the main features of the games evaluated. The results shown in the article are useful since they assist the process of evaluating serious game projects, especially those aimed at project management, but not restricted to this process.
TABLE 19: SWOT analysis. practices, it was possible to reduce the risk of primary articles being excluded. ment techniques, the field of application (education, health, and welfare), different types of serious games, the number of users, and the main features of the games evaluated. The results shown in the article are useful since they assist the process of evaluating serious game projects, especially those aimed at project management, but not restricted to this process.
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