Современные информационные технологии и IT-образование (Mar 2023)
Attitude of Students of Computer Science Specialties to Including Computer Simulators and Business Games in the Academic Process
Abstract
Introduction to the modern technologies of development of software systems is of great importance in the training of students of programming specialties. When studying them, lectures and seminars are not enough. Reinforcement with their practice is required. But, firstly, it is impossible to organize internships for all students in real firms, and secondly, the goals of the production process differ from the goals of the educational process. That is why two Perm universities (branches of the Higher School of Economics and the State University) use business simulation games and computer simulators (hereinafter referred to as games) in their educational process instead of real practice. After each game, students write a reflection in which they answer a series of questions on the form and content of the game and evaluate its interest and usefulness for acquiring professional knowledge and skills. The article analyzes the reflections of three hundred and fifty students collected over five years and concerning six games. All team games (teams - from two to eight people). Two games are non-computer games, one game consists entirely of working with a computer simulator, three games use computers in separate stages. Some of the games were played remotely. During all five years of observation, the score remained consistently high (around 7.5-8.5 points on a scale from 0 to 10). The effectiveness of game forms is estimated by students higher than traditional lecture and seminar forms. Grades practically do not depend on such factors as the size of the team, the classroom or remote form of the game, the use of a computer program in the game, the gender of the students. Grades are somewhat influenced by the year of study. Grades of students of the 1st year are 17% higher than those of the 3rd year. The reason for this is that third-year students often already have real practical work experience. Therefore, the material presented in the games is not so interesting and useful to them.
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