Mateescu, Magdalena
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Understanding Leadership in Agile Software Development Teams: Who and How?
In this paper we report on a study of the nature of different aspects of leadership in agile teams. We used an established model of leadership, distinguishing transactional and transformational styles, and asked IT professionals a set of questions about the leadership they experience, both from direct supervisors (hierarchical leadership) and from the team itself (shared leadership). Our results show that agility is indeed related to the transformational style, but that the transactional style also plays a part, especially as shared leadership. Furthermore, even in highly agile software development, leadership by direct supervisors still plays an important role. We propose that, as software development becomes more agile, the transactional aspects of leadership may shift away from the leadership dyad between supervisor and employee into the agile team, while transformational leadership is important for both the team and supervisors.
Enhancing Agile Team Collaboration Through the Use of Large Digital Multi-touch Cardwalls
aWall: A Socio-Cognitive Tool for Agile Team Collaboration using Large Multi-Touch Wall Systems
Agile methods emphasize highly interactive and close collaboration within teams and among stakeholders. Due to still missing adequate digital tools, agile teams use mostly physical artefacts like wallboards and story cards. In this paper, we present aWall, an agile team collaboration tool for large multi-touch wall systems. aWall was designed based on empirical user research using new interaction and visualization concepts to support and foster the highly collaborative and communicative agile work style. The application is based on web technology and can be used in both co-located and distributed setting. The implemented prototypes were validated with end-users in a user workshop. In the demo, users can experience the interaction and visualization concepts hands-on.
Ein Feldexperiment zur Rolle digitaler Medien für die Unterstützung interessierten Lernens bei Schulklassenbesuchen im Museum (Poster)
Fake News Resilience through Online Games? Tentative Findings from a Randomized Controlled Trial in Higher Education
Learners’ cognitive abilities to assess the credibility of information in digital spaces are a relevant part of 21st century skills. Emerging evidence suggests that gamification could be a suitable approach for learners to develop these skills independently of their educational level. This study examined two popular online fake news games in a higher education setting using a randomized controlled trial. 72 students were randomly assigned to one of two games. Their ability to classify news, i.e. to distinguish fake news from correct news, was tested before and after playing the game. The results from multiple regression analysis suggest that there was only a very modest increase in participants’ news classification abilities in one game and no improvement in the other game. Contrary to some prior literature, these preliminary findings provide no evidence for the use of gamification in developing students’ fake news resilience in higher education contexts and they call for more nuanced education and gamification approaches.
aWall: A Socio-Cognitive Tool for Agile Team Collaboration using Large Multi-Touch Wall Systems
Agile methods emphasize highly interactive and close collaboration within teams and among stakeholders. Due to still missing adequate digital tools, agile teams use mostly physical artefacts like wallboards and story cards. In this paper, we present aWall, an agile team collaboration tool for large multi-touch wall systems. aWall was designed based on empirical user research using new interaction and visualization concepts to support and foster the highly collaborative and communicative agile work style. The application is based on web technology and can be used in both co-located and distributed setting. The implemented prototypes were validated with end-users in a user workshop.