Possibilities of using the Game Simulator Software Inc in the Training of

Future Software Engineers

Tetiana A. Vakaliuk

1,2,3 a

, Valerii V. Kontsedailo

4 b

, Dmytro S. Antoniuk

1 c

, Olha V. Korotun

1 d

Serhiy O. Semerikov

2,3,5,6 e

, Iryna S. Mintii

2,3 f

and Olga O. Kalinichenko

3 g

Zhytomyr Polytechnic State University, 103 Chudnivsyka Str., Zhytomyr, 10005, Ukraine

Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho

Str., Kyiv, 04060, Ukraine

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Inner Circle, Nieuwendijk 40, 1012 MB Amsterdam, Netherlands

Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine

University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine

Keywords:

Game Simulators, Simulators, Training, Software Engineers.

Abstract:

The article presents the possibilities of use game simulator Software Inc to form a sustainable professional

competence of a software engineering specialist: the ability to: apply knowledge in practical situations; com-

municate in a foreign language; work in a team; act based on ethical considerations; commitment to preserving

the environment; evaluate and take into account economic, social, technological and environmental factors af-

fecting the sphere of professional activity; for lifelong learning. The use game simulators, in the educational

process, allows to improve the quality of educational material and to enhance the educational effects from the

use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for con-

structing individual educational trajectories of students. In the process of research, students gain knowledge,

skills of the future IT specialist and competences of the legal protection of the results of intellectual activ-

ity, technological audit, marketing, product realization in the market of innovations. There are many ways in

which a company can achieve a dominant position in the industry. For example, the staff of a virtual company

can work on developing editorial software for designers, business tools for ofﬁces, video games for the con-

sole, and even, if time and skill level allows, they can develop their operating system. So in the game simulator

Software Inc students are invited to build and design ofﬁce buildings for optimal working conditions of their

own software development company.

1 INTRODUCTION

More and more educational institutions are introduc-

ing new teaching methods, which result in the use

of engineering students, in particular, majoring in

software engineering, to deal with real professional

situations in the learning process (Liu et al., 2011;

https://orcid.org/0000-0001-6825-4697

https://orcid.org/0000-0002-6463-370X

https://orcid.org/0000-0001-7496-3553

https://orcid.org/0000-0003-2240-7891

https://orcid.org/0000-0003-0789-0272

https://orcid.org/0000-0003-3586-4311

https://orcid.org/0000-0002-7057-2675

Mtsweni et al., 2016).

The use of modern ICT, including game simula-

tors, in the educational process (Demirbilek and Koc¸,

2019), allows to improve the quality of educational

material and to enhance the educational effects from

the use of innovative pedagogical programs and meth-

ods, as it gives teachers additional opportunities for

constructing individual educational trajectories of stu-

dents. The use of ICT allows for a differentiated ap-

proach to students with different levels of readiness to

study.

A feature of any software engineer is the need to

understand the related subject area for which the soft-

ware is being developed (Striuk, 2018). An important

condition for the preparation of a highly qualiﬁed spe-

Vakaliuk, T., Kontsedailo, V., Antoniuk, D., Korotun, O., Semerikov, S., Mintii, I. and Kalinichenko, O.

Possibilities of using the Game Simulator Software Inc in the Training of Future Software Engineers.

DOI: 10.5220/0010927200003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 665-675

ISBN: 978-989-758-558-6

665

cialist is the independent fulﬁllment by the student of

scientiﬁc research, the generation, and implementa-

tion of his idea into a ﬁnished commercial product. In

the process of research, students gain knowledge and

skills of the future IT specialist among with the com-

petences of the legal protection of the results of intel-

lectual activity, technological audit, marketing, prod-

uct realization in the market of innovations. Note that

when the real-world practice is impossible for stu-

dents, game simulators that simulate real software de-

velopment processes are an alternative.

The importance and necessity of introduction of

information and communication technologies (ICT),

including game simulators, in training, are substan-

tiated in (Ahmed et al., 2013; Atal and Sureka,

2015; Baker et al., 2003; Pant and Baroudi, 2008;

Dantas et al., 2004; Karunasekera and Bedse, 2007;

Hodges and Burchell, 2003; Calder

on and Ruiz, 2014;

Caulﬁeld et al., 2011; Clarke and O’Connor, 2012;

Dantas et al., 2004; Emam and Koru, 2008; Purna

Sudhakar et al., 2011; Jazayeri, 2004; Noudoostbeni

et al., 2009; Navarro, 2006; Sauv

e et al., 2005). ICTs

are part of every area of human activity and have a

positive impact on education, as they open up oppor-

tunities for the introduction of completely new teach-

ing and learning methods.

A signiﬁcant contribution to the theory of educa-

tional games was made in (Elkonin, 1999; Klopfer,

2008; Michael and Chen, 2005; Vygotsky, 1962). At

the same time, game technologies of teaching and

use of interactive games in high school were inves-

tigated in (Alkan and Mertol, 2019; Al-Tarawneh,

2016; Buzko et al., 2018; Demirbilek and Koc¸, 2019;

Gunter et al., 2008; Jackson and McNamara, 2017;

Vieira et al., 2019; Tokarieva et al., 2019). However,

the question of the use of game simulators in the train-

ing of future software engineers remains poorly un-

derstood.

2 RESULTS

Game simulators are interactive programs that fully

or partially simulate certain real processes or systems

that capture and motivate students through fun and in-

teresting game experiences, where students can per-

form different roles in a variety of realistic circum-

stances and are used in the educational process when

the real practice is impossible or inaccessible.

Software Inc is a game simulator that allows stu-

dents to try their hand at running a software develop-

ment company.

There are many ways in which a company can

achieve a dominant position in the industry. For ex-

ample, the staff of a virtual company can work on

developing editorial software for designers, business

tools for ofﬁces, video games for the console, and

even, if time and skill level allows, they can develop

their operating system.

Selling these products and complicating the tools

used in the development process (for example, the

transition from the command line to the graphical in-

terface, from 2D graphics to 3D graphics) will con-

tribute to the growth and development of the com-

pany, but to keep up with competitors, the user it is

necessary to constantly update the technical support

within the company.

So in the game simulator Software Inc students

are invited to build and design ofﬁce buildings for op-

timal working conditions of their own software de-

velopment company. The game simulator allows you

to build, provide, and maintain virtual ofﬁce buildings

up to ten ﬂoors high and expand workspaces in a large

virtual area of the game simulator.

In the process of game simulation, future software

engineers need to hire employees for their research,

development, production, and maintenance of quality

software, as it is necessary for the successful conduct

of competitive activities of their virtual company (ﬁg-

ure 1).

Students also face the need to manage and train

their employees so that they are experienced and sat-

isﬁed with their work. The attention of future soft-

ware engineers to the needs, requirements, competen-

cies, and specializations of employees, as well as their

compatibility within teams is very important for the

successful completion of the game simulation.

During the game simulation, students can also

delegate certain important tasks (such as managing

the software development process or human resource

management) to team leaders within their company.

The main task of the game simulator Software

Inc is to set up the process of creating their software

products and franchises in a virtual company, setting

up the process of selling software, concluding agree-

ments and performing contracts, as well as obtaining

patents for developed software products.

In the process of game simulation, students need

to make decisions, for example, what software to de-

velop (ﬁgure 2), how to conﬁgure their servers for

software, how to manage software version control

systems, and even whether to start their online store.

Players need to monitor the ﬁnancial condition of

the company (ﬁgure 3) because the company will be

considered successful when its proﬁts reach $ 50,000

or double the amount from which the game simulation

began.

To start the game you need to press the “New

AET 2020 - Symposium on Advances in Educational Technology

666

Figure 1: Dialog for selecting employees in the game simulator Software Inc.

Figure 2: Deﬁning software requirements in the game simulator Software Inc.

Game” button, then the corresponding screen, shown

in ﬁgure 4.

In the ﬁrst stages, students should use a manual

to provide detailed information about the gameplay

and the various individual stages of the game. Be-

ginners are encouraged to choose Optimism and Gen-

erosity as the main features when creating a company

founder, without necessarily changing the settings of

the sliders located on the left in the user interface.

In the panel on the right, you need to increase the

startup capital of the company to $ 20,000 or move

the slider one mark if the game is in a different cur-

rency (the currency can be changed in the options

menu). Set to default 1980 as the year the company

Possibilities of using the Game Simulator Software Inc in the Training of Future Software Engineers

667

Figure 3: Indicators of the ﬁnancial condition of the virtual company in the game simulator Software Inc.

Figure 4: Starting a game simulation in Software Inc.

was founded, there is no need to change, but at the

stage of getting acquainted with the game the difﬁ-

culty level must be set to “Easy”.

The Days per month parameter sets the number of

days in a month. By default, it is set to 1 day, meaning

one game day will count as a month. With this setting,

you can change the speed of the game (most of them

set 4 days, but ﬁrst you need to set the value to 1 or 2

days).

After that, the student needs to change the found-

ing person’s settings and choose a name for their com-

pany, such as “SpaceTech” or “Aperture Cake Produc-

tion”, after which the students will see the next win-

dow (ﬁgure 5).

You can move the instruction box around the

screen and resize it. You have to press the “Continue”

AET 2020 - Symposium on Advances in Educational Technology

668

Figure 5: Welcome dialog in Software Inc.

button to ﬂip through the manual. To start creating the

premises of a future virtual company for a student, it

is necessary to go into construction mode by clicking

on the green button with the image of a wrench on the

user interface.

Game Simulator Software Inc offers three build

modes: “Construct” – construction of rooms, in-

stallation of windows and doors; “Furnish” – room

furniture, choice of tables, chairs, coffee machine;

“Roads” – road construction, parking, but initially this

mode is not used.

Once enabled, the student must ﬁrst build a small

room for the virtual company. To do this, you need

to use the Room Builder tool in the Construct mode

menu. The initial size of the ﬁrst room should be ap-

proximately 5x5 to accommodate the table and chair

for the founder of the company.

To make the room light enough, you must select

the windows and doors in the Construct mode menu

and install them in the room.

Then students have to go into Furnish mode and

have a desk, chair, and computer installed in the room.

Use the Shift + left mouse button to set multiple items

at once. Chairs will automatically be installed near

the tables they are closest to, but you may need to

turn your computer over.

Students need to click on and hold the computer,

turning it in the required direction.

After that, the room will look something like this

(ﬁgure 6).

Once the room has been created, the founder of

the company can start working there. After reading

the instructions, you must press the Tab key to exit

the build mode. The process of making money and

Possibilities of using the Game Simulator Software Inc in the Training of Future Software Engineers

669

Figure 6: A room built-in game simulator Software Inc.

working on contracts.

The ﬁrst way that allows companies to make

money is to work on contracts. Contracts are projects

that are offered to companies for execution, and each

of them has its requirements.

To ﬁnd a contract, the participant must go to the

“Development” menu by clicking the button with the

image of a piece of paper (A). Then a pop-up window

will appear on the screen (ﬁgure 7).

Players need to sort the list by “Months” (B) to

ensure that contracts that require the least number of

months are at the top of the list. Typically, contracts

with 1 or 2 (C) contracts will have a performance pe-

riod of 1 or 2 months. The company does not receive

big proﬁts for working on such contracts, but in the

beginning, it is a great source of ﬁnancial income.

Regarding the quality of contract work, students

must set the value to “Bad” or “Horrible” (D), which

allows the initial stages not to take quality but quan-

tity.

Students need to ﬁnd a contract for their virtual

company with a minimum work requirement for a

team of 1 or 2 people for a maximum of two months

and click the ”Accept Work” button.

After the participants have selected a contract for

their company, a project management pop-up window

(A) will appear to the right in the user interface (ﬁg-

ure 8). There are 4 stages of project implementation.

The ﬁrst stage is the development of the design. The

product design speciﬁed in the contract is developed

by the virtual company designer(s).

When pointing the mouse at the project manage-

ment window, students can see the progress scale of a

speciﬁc job by a company employee (B). The task is

considered completed when the scale reaches its max-

imum value. However, students need to be careful and

not delay the contracting process at the design devel-

opment stage so as not to waste the time allotted for

the contract.

Players must then click on the “Develop” (C) but-

ton in the project management window to proceed to

the next stage – “Alpha”. At this stage, the software

engineers create the product according to the design

developed by the designer in the ﬁrst stage. Students

can monitor the completion of the assignment using

the progress bar. When the task is completed, you

must click on the “Promote” button to proceed to the

next step.

The next stage is called “Delay” and is only an in-

termediate stage, which lasts a certain amount of time

depending on the skill level of the company’s employ-

ees. The higher the skill level of the employees, the

less time the Delay stage takes.

The project then proceeds to the “Beta” stage,

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670

Figure 7: Software search contract simulator popup window.

Figure 8: The project management popup in the game simulator Software Inc.

Possibilities of using the Game Simulator Software Inc in the Training of Future Software Engineers

671

which is to test and prepare for the product release.

The company may release a product that is not ready

for completion, but it is important to remember that

the presence of errors and defects in the product will

adversely affect its sales and contract payments.

When building premises, students need to remem-

ber that employees are ﬁrst and foremost people who

have basic needs (want to eat, go to the restroom,

drink coffee, prefer quiet, comfortable rooms with

sufﬁcient lighting, comfortable air temperature, and

a comfortable environment). Therefore, you should

build a facility that addresses all these needs, and do

not forget to build small facilities for restrooms and

rest areas.

Make sure you also have a fridge and coffee table

in the lounge. Windows, lighting, and doors between

rooms are required. It is important to keep in mind

that indoor plants will have a positive effect on em-

ployee productivity and mood. Elements such as heat

radiators and ventilation in the main room are also

very important as they provide comfortable air tem-

peratures.

After the company has reached a certain level of

development, students need to hire new employees in

the team. When looking for a new employee, you ﬁrst

need to answer two questions:

1. In what position to open a vacancy?

• team lead;

• designer;

• creative manager;

• marketer.

2. How much time and resources can be spent on

ﬁnding a new employee?

Then more time is spent on searching, then more

applications from candidates will be considered. At

the same time, it is necessary to consider the insur-

ance policy of the company. Having a solid insurance

fund will be an attractive factor for skilled workers.

Therefore, every time after the completion of contract

work and products, students need to invest in improv-

ing the insurance fund to attract highly qualiﬁed em-

ployees to the company (Vakaliuk et al., 2020).

After the list of candidates is created, you can go

to the interviewing stage, during which you need to

determine who should be hired and who should be

better off. Keep in mind that you need to hire those

who can be part of the team, as this will have a pos-

itive effect on the performance of the company and

help you get things done faster.

The following is an example of a candidate whose

compatibility with an existing team is low (ﬁgure 9).

At the same time, there is a candidate whose com-

patibility with the team is sufﬁcient (ﬁgure 10).

By ﬁnding a candidate with sufﬁcient compatibil-

ity with the development team, as well as sufﬁcient

professional performance, players can hire a suitable

candidate for their development team. They can then

focus on managing software development or, if they

see ﬁt, continue to hire employees.

In the process of using game simulators in the ed-

ucational process, the following methods are used:

1. Project method. This game simulator is based

on simulation of software development projects,

where future software engineers can directly feel

like a participant in a realistic software develop-

ment project and directly inﬂuence its progress,

as well as the success of its implementation and

completion.

As the player manages the process of completing

the software development project, he can also hire

and ﬁre employees, give them tasks, monitor their

progress, and buy tools, and more.

A great advantage of project activities is the skills

that students acquire, namely:

• plan their work, pre-calculating the possible re-

sults;

• use many sources of knowledge and data;

• independently collect and accumulate material;

• analyze, compare facts, argue their point of

view;

• make a decision;

• establish social contacts (distribute responsibil-

ities, interact with each other);

• to create a “ﬁnal product” – a material carrier

of project activities (report, abstract, ﬁlm, cal-

endar, magazine, prospectus, script).

2. Adaptive learning. With the help of a game sim-

ulator, a so-called “examination cycle” is cre-

ated, ie game simulations will present students

with similar types of problems until the neces-

sary professional soft competencies are formed.

Then game simulations create new problems for

students, which can no longer be solved only

with the help of previously formed competence.

This forces students to rethink the existing profes-

sional soft competencies and acquired experience,

knowledge, skills, and abilities and to form new

competencies and integrate them with the previ-

ously formed ones.

3. Modeling situations. The game simulator simu-

lates a variety of professional situations: project

development with restrictions on time, budget,

and quality of the ﬁnal product; the need to hire,

train and manage a software development team;

situations where timely communication with other

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672

Figure 9: Example of showing poor candidate compatibility with an existing team in a game simulator Software Inc.

Figure 10: An example of showing good candidate compatibility with an existing team in a simulator Software Inc.

team members or clients is required; professional

and ethical dilemmas; situations of the need to es-

tablish and maintain appropriate processes of mar-

keting, sales and innovation research. Also im-

portant is the exciting gameplay provided by the

game techniques and the dynamics of game sim-

ulations. This captures and sharpens students’ in-

terest, making the learning process more memo-

rable and therefore more efﬁcient.

During the game simulation in the game simula-

tor Software Inc are formed as follows competencies

aimed at forming a stable professional competence of

a specialist in software engineering (as deﬁned in (Se-

merikov et al., 2020)):

• ability to apply knowledge in practical situations;

• ability to communicate in a foreign language;

• ability to work in a team;

• ability to act based on ethical considerations;

• commitment to preserving the environment;

• ability to evaluate and take into account eco-

nomic, social, technological, and environmental

factors affecting the sphere of professional activ-

ity;

• the ability for lifelong learning.

After all, in the process of passing the simulation,

students need to work with their staff to achieve com-

mon goals. To complete game simulations, students

need to identify, organize, and maintain mutually ben-

eﬁcial relationships not only within the team but also

outside it. Another important factor is the fact that this

simulator is in English, and therefore students develop

foreign language communication skills.

The comparative research method allowed to trace

the positive dynamics of the levels of formation of

professional competencies during the application of

this game simulator in the educational process (ﬁg-

ure 11). Statistical analysis was performed using the

Pearson test, in which students were divided into two

groups, and accordingly established the approximate

equality of the level of formed competencies of stu-

dents in both groups at the initial stage and the dif-

ference at the ﬁnal. As a result, the results show the

positive dynamics and, accordingly, the effectiveness

of the proposed game simulator in the learning pro-

cess.

3 CONCLUSIONS

During the game simulator Software Inc are formed as

follows competencies aimed at forming a stable pro-

fessional competence of a specialist in software engi-

neering: the ability to: apply knowledge in practical

situations; communicate in a foreign language; work

in a team; act based on ethical considerations; com-

mitment to preserving the environment; evaluate and

Possibilities of using the Game Simulator Software Inc in the Training of Future Software Engineers

673

Figure 11: The average assessment of the levels of professional competencies of students in CG and EG at the beginning and

end of the experiment.

take into account economic, social, technological and

environmental factors affecting the sphere of profes-

sional activity; for lifelong learning. This has been

conﬁrmed experimentally. Prospects for further re-

search may be a set of non-use of several simulators

and their impact on the development of professional

competencies of future software engineers.

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