Glossner, J., & Bertozzi, N., & Stevenson, C. N. (2015, June), Game Design and Development Capstone Project Assessment  Using Scrum  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24146

\bibitem{asee_peer_24146}
  Glossner, J., \& Bertozzi, N., \& Stevenson, C. N. (2015, June), \emph{Game Design and Development Capstone Project Assessment  Using Scrum}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24146

John Glossner, Nicholas Bertozzi, and Charles N Stevenson P.E..  "Game Design and Development Capstone Project Assessment  Using Scrum".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24146 Internet.  27 May, 2024

\bibitem{asee_peer_24146}
  John Glossner, Nicholas Bertozzi, and Charles N Stevenson P.E..
  "Game Design and Development Capstone Project Assessment  Using Scrum".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24146 Internet.  27 May, 2024

@INPROCEEDINGS{asee_peer_24146
author = "John Glossner, Nicholas Bertozzi, and Charles N Stevenson P.E."
title = "Game Design and Development Capstone Project Assessment  Using Scrum"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24146}
number = {10.18260/p.24146}
}

TY  - CPAPER
AB  -               Game Design and Development Capstone Project Assessment                                   Using ScrumThe Game Design and Development (GDD) program and the complementary GameProgramming (GP) program are housed in the School of Engineering and Computer Science andhave a goal of providing curricula in which GDD and GP students understand each other’sdomains and collaborate in common courses in the development of both 2D and 3D games. Thegame design and development capstone project is a senior year design project spanning twosemesters with the goal of producing a working game and blends both artists and programmers ina large 9-10 student single cross-functional team. Historically the capstone project has beentaught using traditional software engineering processes (e.g. waterfall). A Scrum-basedmethodology has been shown to be successful in a complex environment where there are manyundefined and unknown features. Using a traditional methodology may result in changes tospecifications late in the process making the integration of individual parts of the processdifficult to integrate.In Scrum, there are three primary roles. The Product Owner represents the customer and isresponsible for prioritizing product features. The Development Team completes all work in time-boxed units of development called Sprints. The ScrumMaster is a part of the Development Teamand facilitates in removing obstacles impeding the progress of the Development Team.A key feature is a focus on iterative development with the output of each sprint being apotentially shippable product. Game features are described in terms of user stories and estimatedusing both T-shirt sizes and story points. The user stories are prioritized and then worked on bythe students as a single team during a sprint. Sprint planning transforms the user stories into a setof sprint tasks that are assigned during the Sprint in user story priority. A unique feature of thismethodology is that as sprint backlog tasks are completed new tasks are assigned not solely on astudent’s desire or strength but on which task will most help the sprint succeed.In contrast with traditional methods, large amounts of upfront design documentation are replacedwith iterated user stories and sprint tasks. An initial exploratory sprint is run to familiarizestudents with the process. This “dry run” is not graded and serves a dual purpose of exposure tothe Scrum process and a dynamic exploration of the game design proposal. In one particular casestudents were allowed to “fail fast” whereby during the exploratory sprint they realized theirinitial game concept could not be easily implemented. Using traditional methodologies it maynot have allowed the students sufficient time change the game proposal. Using Scrum and theexploratory Sprint they were able to choose a new game concept without penalty.This paper discusses the transition to a Scrum-based methodology including tools used tofacilitate the project and results based on assessment outcomes. Examples are given of studentdocumentation and the methodology used to generate them. The prototype game will bedemonstrated at the presentation. In game design and development, by always producing aniterated playable game, students are able to focus on “finding the fun” in the game.[1] Grimheden, M.E., Mutual learning experiences – mechatronics capstone course projects    based on Scrum, American Society for Engineering Education, 2012.[2] Reichlmayr, T., Working towards the student scrum – developing agile android    applications, American Society for Engineering Education, 2011.
AU  - John Glossner
AU  - Nicholas Bertozzi
AU  - Charles N Stevenson P.E.
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Game Design and Development Capstone Project Assessment  Using Scrum
UR  - https://peer.asee.org/24146
DO  - 10.18260/p.24146
ER  -