Comparing two active learning strategies for teaching Scrum in an introductory software engineering course

Abstract

Active learning involves instructional methods that engage students in their learning process through activities or discussions during class. This article compares two active learning strategies for teaching Scrum in an introductory Software Engineering course. A quasi-experiment was conducted with two groups: one using active reading on Scrum's basic concepts, and the other using a simulation game. Results showed significant differences in the learning outcomes of the groups, indicating that active learning strategies enhance the retention and understanding of Scrum concepts.