Incorporación de metodologías ágiles y gamificación en cursos de desarrollo de proyectos de software mediante ambientes virtuales de aprendizaje
ilustraciones, diagramas, tablas
- Autores:
-
Gómez Jaramillo, Sebastián
- Tipo de recurso:
- Doctoral thesis
- Fecha de publicación:
- 2019
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/81852
- Palabra clave:
- 000 - Ciencias de la computación, información y obras generales
370 - Educación::378 - Educación superior (Educación terciaria)
Informática educativa
Educational method
Métodos de enseñanza
Ludificación
Aprendizaje basado en proyectos
Métodos ágiles
Gamification
Based project learning
Agilism
- Rights
- openAccess
- License
- Reconocimiento 4.0 Internacional
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Incorporación de metodologías ágiles y gamificación en cursos de desarrollo de proyectos de software mediante ambientes virtuales de aprendizaje |
| dc.title.translated.eng.fl_str_mv |
Incorporation of agile methodologies and gamification in software project development courses through virtual learning environments |
| title |
Incorporación de metodologías ágiles y gamificación en cursos de desarrollo de proyectos de software mediante ambientes virtuales de aprendizaje |
| spellingShingle |
Incorporación de metodologías ágiles y gamificación en cursos de desarrollo de proyectos de software mediante ambientes virtuales de aprendizaje 000 - Ciencias de la computación, información y obras generales 370 - Educación::378 - Educación superior (Educación terciaria) Informática educativa Educational method Métodos de enseñanza Ludificación Aprendizaje basado en proyectos Métodos ágiles Gamification Based project learning Agilism |
| title_short |
Incorporación de metodologías ágiles y gamificación en cursos de desarrollo de proyectos de software mediante ambientes virtuales de aprendizaje |
| title_full |
Incorporación de metodologías ágiles y gamificación en cursos de desarrollo de proyectos de software mediante ambientes virtuales de aprendizaje |
| title_fullStr |
Incorporación de metodologías ágiles y gamificación en cursos de desarrollo de proyectos de software mediante ambientes virtuales de aprendizaje |
| title_full_unstemmed |
Incorporación de metodologías ágiles y gamificación en cursos de desarrollo de proyectos de software mediante ambientes virtuales de aprendizaje |
| title_sort |
Incorporación de metodologías ágiles y gamificación en cursos de desarrollo de proyectos de software mediante ambientes virtuales de aprendizaje |
| dc.creator.fl_str_mv |
Gómez Jaramillo, Sebastián |
| dc.contributor.advisor.none.fl_str_mv |
Moreno-Cadavid, Julián Zapata-Jaramillo, Carlos Mario |
| dc.contributor.author.none.fl_str_mv |
Gómez Jaramillo, Sebastián |
| dc.contributor.researchgroup.spa.fl_str_mv |
Grupo de Investigación en Informática Educativa Guiame |
| dc.subject.ddc.spa.fl_str_mv |
000 - Ciencias de la computación, información y obras generales 370 - Educación::378 - Educación superior (Educación terciaria) |
| topic |
000 - Ciencias de la computación, información y obras generales 370 - Educación::378 - Educación superior (Educación terciaria) Informática educativa Educational method Métodos de enseñanza Ludificación Aprendizaje basado en proyectos Métodos ágiles Gamification Based project learning Agilism |
| dc.subject.other.none.fl_str_mv |
Informática educativa |
| dc.subject.lemb.none.fl_str_mv |
Educational method Métodos de enseñanza |
| dc.subject.proposal.spa.fl_str_mv |
Ludificación Aprendizaje basado en proyectos Métodos ágiles |
| dc.subject.proposal.eng.fl_str_mv |
Gamification Based project learning Agilism |
| description |
ilustraciones, diagramas, tablas |
| publishDate |
2019 |
| dc.date.issued.none.fl_str_mv |
2019 |
| dc.date.accessioned.none.fl_str_mv |
2022-08-11T19:43:37Z |
| dc.date.available.none.fl_str_mv |
2022-08-11T19:43:37Z |
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Trabajo de grado - Doctorado |
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info:eu-repo/semantics/doctoralThesis |
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http://purl.org/coar/resource_type/c_db06 |
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https://repositorio.unal.edu.co/handle/unal/81852 |
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Universidad Nacional de Colombia |
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Repositorio Institucional Universidad Nacional de Colombia |
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https://repositorio.unal.edu.co/ |
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https://repositorio.unal.edu.co/handle/unal/81852 https://repositorio.unal.edu.co/ |
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Universidad Nacional de Colombia Repositorio Institucional Universidad Nacional de Colombia |
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spa |
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Alami, D., & Dalpiaz, F. (2017). A Gamified Tutorial for Learning about Security Requirements Engineering. In 2017 IEEE 25th International Requirements Engineering Conference (pp. 418–423). https://doi.org/10.1109/RE.2017.67 Anderson, P. E., Turner, C., Dierksheide, J., & Mccauley, R. (2014). An Extensible Online Environment for Teaching Data Science Concepts through Gamification. Frontiers in Eduction (FIE) 2014. https://doi.org/10.1109/FIE.2014.7044205 Azmi, S., Ahmad, N., Iahad, N., & Fadhil Yusof, A. (2017). Promoting Students ’ Engagement In Learning Programming Through Gamification In Peer-Review Discussion Forum. Research and Innovation in Information Systems (ICRIIS). Azmi, S., Iahad, N. A., & Ahmad, N. (2016). Attracting Students ’ Engagement in Programming Courses with Gamification. In 2016 IEEE Conference on e-Learning, e-Management and e-Services (IC3e) Attracting (pp. 112–115). Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2015). Gamification for smarter learning: tales from the trenches. Smart Learning Environments, 2(1), 10. https://doi.org/10.1186/s40561-015-0017-8 Bartel, A., & Hagel, G. (2016). Gamifying the Learning of Design Patterns in Software Engineering Education. Global Engineering Education Conference (EDUCON), (01), 74–79. Beck, K., Beedle, M., Van Bennekum, A., Cockburn, A., Cunningham, W., Fowler, M., … Thomas, D. (2001). Manifesto for Agile Software Development, 2–3. Retrieved from https://www.researchgate.net/file.PostFileLoader.html?id=57d055b593553b11467ddd59&assetKey=AS%3A403742915612673%401473271220194 Beltran, J., Sanchez, H., & Rico, M. (2016). Incrementar la motivación en el aprendizaje de Fundamentos de Programación Java usando Moodle Gamificado Increase motivation in learning Java Programming. Information Systems and Technologies (CISTI), 2016 11th Iberian Conference. Bendix, L., Magnusson, B., & Hedin, G. (2008). Teaching Software Development Using Extreme Programming. Teaching of Programming, 166–189. Berkling, K., & Thomas, C. (2013). Gamification of a software engineering course and a detailed analysis of the factors that lead to it’s failure. 2013 International Conference on Interactive Collaborative Learning, ICL 2013, (September), 525–530. https://doi.org/10.1109/ICL.2013.6644642 Boehm, B. (2002). Get Ready for Agile Methods, with Care. Computer, 35(1), 64–69. Retrieved from http://www.agilealliance.org Brailovsky, D. (2016). Didáctica en clave pedagógica. Buenos Aires: Ediciones Novedades Educativas. Bunse, C., Feldmann, R., & Dörr, J. (2004). Agile methods in software engineering education. Extreme Programming and Agile Processes in Software Engineering, 284–293. Retrieved from http://www.springerlink.com/index/E0D5RPYLHFFF0N30.pdf Bureau of Labor Statistics. (2016). Occupational projections and worker characteristics : U.S. Bureau of Labor Statistics. Retrieved from https://www.bls.gov/emp/tables/occupational-projections-and-characteristics.htm Bureau of Labor Statistics. (2019). Computer and Information Technology Occupations : Occupational Outlook Handbook: : U.S. Bureau of Labor Statistics. Retrieved from https://www.bls.gov/ooh/computer-and-information-technology/home.htm Butler, S., & Ahmed, D. T. (2016). Gamification to Engage and Motivate Students to Achieve Computer Science Learning Goals. 2016 International Conference on Computational Science and Computational Intelligence Gamification, 237–240. https://doi.org/10.1109/CSCI.2016.52 Cabezas, I. (2015). On combining gamification theory and ABET criteria for teaching and learning engineering. Frontiers in Education Conference (FIE), 2015. 32614 2015. IEEE, 1–9. https://doi.org/10.1109/FIE.2015.7344111 Capgemini, Sogeti, & Hp. (2014). World Quality Report 2013-14, 1–64. CCIT. (2013). El sector TIC: la nueva locomotora de la economía colombiana. Bogotá: Cámara Colombiana de Informática y Telecomunicaciones. Charles, T., Bustard, D., & Black, M. (2011). Experiences of Promoting Student Engagement Through Game-Enhanced Learning. In Serious Games and Edutainment Applications. https://doi.org/10.1007/978-1-4471-2161-9 Chickering, A., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 7. Cubric, M. (2013). An agile method for teaching agile in business schools. International Journal of Management Education, 11(3), 119–131. https://doi.org/10.1016/j.ijme.2013.10.001 de-Marcos, L., García-López, E., García-Cabot, A., Medina-Merodio, J.-A., Domínguez, A., Martínez-Herráiz, J.-J., & Diez-Folledo, T. (2016). Social network analysis of a gamified e-learning course: Small-world phenomenon and network metrics as predictors of academic performance. Computers in Human Behavior, 60, 312–321. https://doi.org/10.1016/j.chb.2016.02.052 Del Bianco, V., & Sassaroli, G. (2003). Agile teaching of an agile software process. Proceedings of the 4th International Conference on Extreme Programming and Agile Processes in Software Engineering, 402–405. https://doi.org/10.1007/3-540-44870-5_61 Diniz, G., Graciotto, M., Gerosa, M., & Steinmacher, I. (2017). Using Gamification to Orient and Motivate Students to Contribute to OSS projects. In 2017 IEEE/ACM 10th International Workshop on Cooperative and Human Aspects of Software Engineering (CHASE) (pp. 36–42). https://doi.org/10.1109/CHASE.2017.7 Escanés, G., Herrero, V., Merlino, A., & Ayllon, S. (2014). Deserción en educación a distancia : factores asociados a la elección de modalidad como desencadenantes del abandono universitario Dropout in distance education : factors associated with choice of modality as the dropout conditions. Virtualidad, Educación y Ciencia, 9, 45–55. Fedesoft. (2017). Brecha Talento Humano nivel profesional: Gráfico 2. Brecha talento humano nivel profesional Tabla 1. Brecha profesionales TI anual. Retrieved from https://www.observatorioti.gov.co/uploads/files/62_7b242d5a-7013-41b2-b354-bc9cb624b2fd.pdf Fenstermacher, G., & Soltis, J. (1998). ENFOQUES DE LA ENSEÑANZA. Buenos Aires: Amorrurtu editores. Retrieved from http://www.psi.uba.ar/academica/carrerasdegrado/profesorado/sitios_catedras/902_didactica_general/material/biblioteca_digital/fenstermacher-soltis_2_unidad_1.pdf García-lópez, E., & García-cabot, A. (2017). Data in Brief Dataset on the learning performance of ECDL digital skills of undergraduate students for comparing educational gaming , gami fi cation and social networking $. Data in Brief, 11, 155–158. https://doi.org/10.1016/j.dib.2017.01.017 Gomes Fernandes, P., & Correa da Silva, C. (2017). Game elements in a software engineering study group : a case study. 2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track, 160–169. https://doi.org/10.1109/ICSE-SEET.2017.8 Gomez-Zermeno, M. G., & Aleman De La Garza, L. (2016). Research analysis on mooc course dropout and retention rates. Turkish Online Journal of Distance Education, 17(2), 3–14. https://doi.org/10.17718/tojde.23429 Gómez Alvarez, M. C., Gasca-hurtado, G. P., Calvo-Manzano, J. A., & San Feliu Guilabert, T. (2014). Diseño de un instrumento pedagógico para la enseñanza de la mejora de procesos software. In 9th Iberian Conference on Information Systems and Technologies (CISTI) (pp. 1–7). https://doi.org/10.1109/CISTI.2014.6876873 Gómez Jaramillo, S., & Moreno Cadavid, J. (2016). Selection of collaborative learning techniques using Bloom ’ s taxonomy. Communications in Computer and Information Science, (606), 1–12. Hew, K. F., Huang, B., Wah, K., Chu, S., & Chiu, D. K. W. (2016). Engaging Asian students through game mechanics : Findings from two experiment studies. Computers & Education, 92–93, 221–236. https://doi.org/10.1016/j.compedu.2015.10.010 Houssaye, J. (1989). Théorie et pratiques de l’éducation. Revue Française de Pédagogie, 88, 101–103. Ibanez, M.-B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for Engaging Computer Science Students in Learning Activities: A Case Study. IEEE Transactions on Learning Technologies, 7(3), 291–301. https://doi.org/10.1109/TLT.2014.2329293 Isaac, J., & Babu, S. (2016). Supporting Computational Thinking through Gamification. 3D User Interfaces (3DUI), 245–246. Johnson, L., Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education. Austin, Texas: The New Media Consortium. https://doi.org/10.1086/529497 Kim, E., Rothrock, L., & Freivalds, A. (2016). The Effects of Gamification on Engineering Lab Activities. Frontiers in Education Conference (FIE). Kitchenham, B., & Ebse, C. (2007). Guidelines for performing Systematic Literature Reviews in Software Engineering Executive summary. Keele University and Durham University Joint Report. Krathwohl, D. R. (2002). A Revision of Bloom ’ s Taxonomy : An Overview, 41(4). Lembo, D., & Vacca, M. (2012). Project Based Learning + Agile Instructional Design = EXtreme Programming based Instructional Design Methodology for Collaborative Teaching. Technical Report N., 1–24. Maia, R. F., & Graeml, F. R. (2015). Playing and learning with gamification : an in-class concurrent and distributed programming activity. Frontiers in Education Conference (FIE). Marasco, E., Behjat, L., Eggermont, M., Rosehart, W., Moshirpour, M., & Hugo, R. (2016). Using Gamification for Engagement and Learning in Electrical and Computer Engineering Classrooms. Frontiers in Education Conference (FIE), 31–34. Martí, J., Heydrich, M., & Rojas, M. (2010). Aprendizaje basdo en proyectos: una experiencia de innovación docente. Revista Universidad EAFIT, 46, 11–21. Martínez Valcárcel, N. (2004). Los modelos de enseñanza y la práctica de aula. Retrieved from https://www.um.es/docencia/nicolas/menu/publicaciones/propias/docs/enciclopediadidacticarev/modelos.pdf McKinney, D., & Froeseth, J. (2004). Agile CS1 Labs: eXtreme Programming Practices in an Introductory Programming Course. Extreme Programming …, 164--174. https://doi.org/10.1007/978-3-540-27777-4_17 Melnik, G., & Maurer, F. (2003). LNCS 2753 - Introducing Agile Methods in Learning Environments: Lessons Learned. Lncs, 2753, 172–184. https://doi.org/10.1007/978-3-540-45122-8_20 Ministerio de Educación Nacional. (2019). SPADIES - Sistema para la Prevención y Análisis de la Deserción en las Instituciones de Educación Superior. Retrieved from https://spadies3.mineducacion.gov.co/spadiesWeb/#/app/consultas/basicas MinTIC. (2015). Panorama TIC - Comportamiento Sector TIC en Colombia Title. Ministerio de Tecnologías de la Información y las Comunicaciones. MInTIC. (2013). Visión Estratégica del sector de Software y Servicios Asociados. Resumen Ejecutivo. Bogotá: Ministerio de Tecnologías de la Información y la Comunicación. Mora, A., Riera, D., Gonzalez, C., & Arnedo-Moreno, J. (2015). A Literature Review of Gamification Design Frameworks. VS-Games 2015 - 7th International Conference on Games and Virtual Worlds for Serious Applications. https://doi.org/10.1109/VS-GAMES.2015.7295760 Moreta, L. L., Gamboa, A. C., & Palacios, M. G. (2016). Implementing a Gamified application for a Risk Management Course. Ecuador Technical Chapters Meeting (ETCM). Nah, F. F., Zeng, Q., & Telaprolu, V. R. (2014). Gamification of Education : A Review of Literature. Hcib/Hcii 2014, 401–409. https://doi.org/10.1007/978-3-319-07293-7 National Science Foundation. (2018). Science and Engineering Indicators 2018. Nicholson, S. (2015). Gamification in Education and Business. Gamification in Education and Business, proposed. https://doi.org/10.1007/978-3-319-10208-5 OCDE. (2002). Conocimientos y aptitudes para la vida. Pechenkina, E., Laurence, D., Oates, G., Eldridge, D., & Hunter, D. (2017). Using a gamified mobile app to increase student engagement , retention and academic achievement. International Journal of Educational Technology in Higher Education (2017). https://doi.org/10.1186/s41239-017-0069-7 Pedreira, O., García, F., Brisaboa, N., & Piattini, M. (2015). Gamification in software engineering - A systematic mapping. Information and Software Technology, 57(1), 157–168. https://doi.org/10.1016/j.infsof.2014.08.007 Pineda-corcho, A. F., & Moreno-Cadavid, J. (2017). Proposal of a gamified virtual learning environment for computer programming courses. Global Engineering Education Conference (EDUCON), (April), 1671–1675. Piteira, M., & Costa, C. J. (2017). Gamification : Conceptual Framework to Online Courses of Learning Computer Programming. Information Systems and Technologies (CISTI), 2017 12th Iberian Conference. Qu, W. Q., Zhao, Y. F., Wang, M., & Liu, B. Q. (2014). Research on teaching gamification of software engineering. Proceedings of the 9th International Conference on Computer Science and Education, ICCCSE 2014, (Iccse), 855–860. https://doi.org/10.1109/ICCSE.2014.6926583 Rawsthorne, P. (2005). Agile Methods of Software Engineering should continue to have an influence over Instructional Design Methodologies, 1–14. Rebolledo, S. (2010). Aprendizaje Basado en Proyectos. Innovación y Experiencias Educativas, 26. Reitter, D. (2014). Innovative Practices in Teaching Information Sciences and Technology. In Innovative Practices in Teaching Information Sciences and Technology: Experience Reports and Reflections (pp. 53–62). https://doi.org/10.1007/978-3-319-03656-4 Sch, U. (2017). Training Scrum with Gamification Lessons learned after two teaching periods. Global Engineering Education Conference (EDUCON), (April), 754–761. Sillaots, M. (2014). Gamification of higher education by the example of course of research methods. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 8613 LNCS, 106–115. https://doi.org/10.1007/978-3-319-09635-3_11 Soledad, C., González, G., & Carreño, A. M. (2014). Methodological proposal for Gamification in the Computer Engineering Teaching. Computers in Education (SIIE), (2013), 29–34. Sprint, G., & Cook, D. (2015). Enhancing the CS1 Student Experience with Gamification. In 5th IEEE Integrated STEM Conference (2015) Enhancing (pp. 94–99). Špundak, M. (2014). Mixed Agile/Traditional Project Management Methodology – Reality or Illusion? Procedia - Social and Behavioral Sciences, 119, 939–948. https://doi.org/10.1016/j.sbspro.2014.03.105 Stewart, J., & Cusatis, C. De. (2009). Evaluating Agile Principles in Active and Cooperative Learning. … of Student-Faculty …. Retrieved from http://csis.pace.edu/~ctappert/srd2009/b3.pdf Twidale, M. B., & Nichols, D. M. (2013). Agile methods for agile universities. Re-Imagining the Creative University for the 21st Century, 27–48. https://doi.org/10.1007/978-94-6209-458-2 Uskov, V. L., & Sekar, B. (2014). Gamification of Software Engineering Curriculum. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1–8). Uyaguari, F., Intriago, M., & Salazar Jacome, E. (2015). Gamification Proposal for a Software Engineering Risk Managemente Course. In New Contributions in Information Systems and Technologies, Advances in Intelligent Systems and Computing (Vol. 353, pp. III–IV). https://doi.org/10.1007/978-3-319-16486-1 VersionOne. (2016). Executive Summary. 10th Annual State of Agile Report, 1–16. https://doi.org/10.1093/jicru/ndl025 Wai Chun, A. H. (2004). The agile teaching/learning methodology and its e-Learning platform. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 3143, 11–18. https://doi.org/10.1007/b98796 Werbach, K., & Hunter, D. (2012). For the Win. Philadelphia: Wharton Digital Press. Zapater, M., Malagón, P., De Goyeneche, J. M., & Moya, J. M. (2013). Project-based learning and agile methodologies in electronic courses: Effect of student population and open Issues. Electronics, 17(2), 82–88. https://doi.org/10.7251/ELS1317082Z |
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Medellín - Minas - Doctorado en Ingeniería - Sistemas |
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Reconocimiento 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Moreno-Cadavid, Julián001893a7dcd22a08f347793f89ed9aee600Zapata-Jaramillo, Carlos Mariodd277507a63e09d39f448200aa91ac00600Gómez Jaramillo, Sebastiáneec8a96f65cfe665fd0358747494a003Grupo de Investigación en Informática Educativa Guiame2022-08-11T19:43:37Z2022-08-11T19:43:37Z2019https://repositorio.unal.edu.co/handle/unal/81852Universidad Nacional de ColombiaRepositorio Institucional Universidad Nacional de Colombiahttps://repositorio.unal.edu.co/ilustraciones, diagramas, tablasDebido al crecimiento en el uso de los métodos ágiles dentro de la industria del software, surge como interrogante la viabilidad de su uso, no solo para procesos de producción, sino también de formación mediante una integración curricular. Esto se debe que aunque las empresas cada vez están requiriendo un mayor número de personal cualificado, es menor el número de estudiantes que ingresan a carreras del área informática. Considerando este panorama, en esta tesis de doctorado se propone una relación entre los métodos ágiles y el aprendizaje basado en proyectos, mediante la enseñanza de los métodos ágiles aplicados en el desarrollo de un proyecto real de software. Sumado a lo anterior, se utilizan estrategias de ludificación para ayudar a la motivación y compromiso de parte de los estudiantes. Se desarrollaron dos casos de estudio para validar el modelo, el primero aplicando la metodología basada en proyectos ágiles, y el segundo en un curso masivo en línea incluyendo elementos de ludificación en un ambiente virtual de aprendizaje. Los resultados de ambas validaciones fueron positivas, tanto desde la percepción favorable de los estudiantes, en la calidad de los proyectos entregados y en la alta interacción con el ambiente virtual y los elementos de ludificación. Esta Tesis genera un aporte de nuevo conocimiento al relacionar métodos ágiles como estrategia para la enseñanza de un lenguaje de desarrollo, fomentando el aprendizaje de ambos a través de un entorno que simula un ambiente de desarrollo real. Asimismo, genera una estrategia de formación masiva ludificada que permite la generación de talento humano cualificado en nuevas tecnologías según la demanda de la industria. (Texto tomado de la fuente)Due to the growth on the use of agile methods within the software industry, the viability of its use arises as a question, not only for production processes, but also for training through a curricular integration. Although companies are increasingly requiring a greater number of qualified personnel, the number of students entering IT careers is lower. This PhD thesis proposes a relationship between agile methodologies and project-based learning, by teaching the agile methods applied in the development of a real software project. In addition to the above, gamification strategies are used to help motivation and engagement in the students. Two case studies were developed to validate the model, the first applying the methodology based on agile projects, and the second in a massive online course including elements of gamification in a virtual learning environment. Both validation results were positive, from the favorable perception of the students, in the quality of the projects delivered and in the high interaction with the virtual environment and the gamification elements. This PhD Thesis generates a contribution of new knowledge by relating agile methods as a strategy for teaching a development language, promoting the learning of both through a real development environment. Also, it generates a massive training strategy that allows qualified human talent in new technologies according to the demand of the industry.DoctoradoDoctor en IngenieríaInformática educativaÁrea Curricular de Ingeniería de Sistemas e Informáticaxviii, 127 páginasapplication/pdfspaUniversidad Nacional de ColombiaMedellín - Minas - Doctorado en Ingeniería - SistemasDepartamento de la Computación y la DecisiónFacultad de MinasMedellín, ColombiaUniversidad Nacional de Colombia - Sede Medellín000 - Ciencias de la computación, información y obras generales370 - Educación::378 - Educación superior (Educación terciaria)Informática educativaEducational methodMétodos de enseñanzaLudificaciónAprendizaje basado en proyectosMétodos ágilesGamificationBased project learningAgilismIncorporación de metodologías ágiles y gamificación en cursos de desarrollo de proyectos de software mediante ambientes virtuales de aprendizajeIncorporation of agile methodologies and gamification in software project development courses through virtual learning environmentsTrabajo de grado - Doctoradoinfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_db06Texthttp://purl.org/redcol/resource_type/TDAlami, D., & Dalpiaz, F. 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Electronics, 17(2), 82–88. https://doi.org/10.7251/ELS1317082ZEstudiantesInvestigadoresMaestrosLICENSElicense.txtlicense.txttext/plain; charset=utf-84074https://repositorio.unal.edu.co/bitstream/unal/81852/4/license.txt8153f7789df02f0a4c9e079953658ab2MD54ORIGINAL1128270983.2019.pdf1128270983.2019.pdfTesis Doctorado en Ingeniería-Sistema e Informáticaapplication/pdf3191168https://repositorio.unal.edu.co/bitstream/unal/81852/5/1128270983.2019.pdfbd675a1da5fc668cd7e615a5fc5efb96MD55THUMBNAIL1128270983.2019.pdf.jpg1128270983.2019.pdf.jpgGenerated Thumbnailimage/jpeg5354https://repositorio.unal.edu.co/bitstream/unal/81852/6/1128270983.2019.pdf.jpgabc79085676ace9d6e2ca470fa1aa402MD56unal/81852oai:repositorio.unal.edu.co:unal/818522023-10-06 17:09:00.364Repositorio Institucional Universidad Nacional de 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