IS in Education, IS Curriculum & Teaching Cases (SIG ED)
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Paper Type
Complete
Paper Number
1361
Description
Information System (IS) higher education has faced challenges to keep the students’ academic performance and motivation to learn, especially during the pandemic period of COVID-19. Within this context, previous studies based on student-centric approaches, such as agile project-based learning, shown benefits to students, such as an increase in motivation. Mainly grounded by didactic translation theory, in this paper we termed and propose the DevOps-based Learning (DevOpsBL). We adopted the design science methodology, and its research question is: Does DevOpsBL contributes to IS students’ performance and motivation to learn when compared to both professor-centric approach? We collected historical data from 158 students of DevOpsBL modules (2019 – 2020) and compared them with the previous 1331 students’ non-DevOpsBL modules (2015 – 2018). As result, we found that DevOpsBL students’ academic performance increased by circa 4.3%. This research is relevant to IS courses that plan to adopt didactic translation teaching methods such as DevOpsBL.
Recommended Citation
Grotta, Alexandre and Prado, Edmir Parada Vasques, "DevOpsBL: DevOps-based Learning on Information Systems Higher Education" (2021). AMCIS 2021 Proceedings. 6.
https://aisel.aisnet.org/amcis2021/is_education/sig_education/6
DevOpsBL: DevOps-based Learning on Information Systems Higher Education
Information System (IS) higher education has faced challenges to keep the students’ academic performance and motivation to learn, especially during the pandemic period of COVID-19. Within this context, previous studies based on student-centric approaches, such as agile project-based learning, shown benefits to students, such as an increase in motivation. Mainly grounded by didactic translation theory, in this paper we termed and propose the DevOps-based Learning (DevOpsBL). We adopted the design science methodology, and its research question is: Does DevOpsBL contributes to IS students’ performance and motivation to learn when compared to both professor-centric approach? We collected historical data from 158 students of DevOpsBL modules (2019 – 2020) and compared them with the previous 1331 students’ non-DevOpsBL modules (2015 – 2018). As result, we found that DevOpsBL students’ academic performance increased by circa 4.3%. This research is relevant to IS courses that plan to adopt didactic translation teaching methods such as DevOpsBL.
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