Is role playing in Requirements Engineering Education increasing learning outcome?

Richard Berntsson Svensson, Björn Regnell

Research output: Contribution to journalArticlepeer-review


Requirements Engineering has attracted a great deal of attention from researchers and practitioners in recent years. This increasing interest requires academia to provide students with a solid foundation in the subject matter. In Requirements Engineering Education (REE), it is important to cover three fundamental topics: traditional analysis and modeling skills, interviewing skills for requirements elicitation, and writing skills for specifying requirements. REE papers report about using role playing as a pedagogical tool; however, there is a surprising lack of empirical evidence on its utility. In this paper we investigate whether a higher grade in a role playing project have an effect on students’ score in an individual written exam in a Requirements Engineering course. Data are collected from 412 students between the years of 2007 and 2014 at Lund University and Chalmers

Original languageEnglish
Pages (from-to)475-489
JournalRequirements Engineering
Issue number4
Early online date2016 Mar 30
Publication statusPublished - 2017 Nov

Subject classification (UKÄ)

  • Pedagogy


  • Requirements Engineering
  • Requirements Engineering Education
  • Role playing


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