Dead Code Doesn't Talk: Authentic Requirements Elicitation in Introductory Software Engineering
This addresses the problem of inadequate practical training in requirements elicitation for undergraduate software engineering students, offering an incremental approach using campus researchers as accessible proxies for industry clients.
The study tackled the limited explicit treatment of requirements elicitation in undergraduate software engineering curricula by having 20 student teams apply elicitation practices to their own Java-based 2D games with campus researchers as clients, resulting in 203 elicited requirements, SRS documents with a mean quality score of 6.79 out of 10, and prototype demonstrations scoring 7.21 out of 10, along with statistically significant improvements in soft skills such as Stakeholder Empathy and Negotiation.
Requirements elicitation is among the most communication-intensive activities in software engineering, yet it receives limited explicit treatment in undergraduate curricula. This paper presents a case study of an Introduction to Software Engineering course in which 20 student teams applied requirements elicitation practices to a Java-based 2D game they had built in a prior programming course, engaging 18 campus doctoral and postdoctoral researchers as authentic clients. Structured across four phases--preparation, client meeting, requirements elaboration, and a prototype sprint--the activity produced 203 elicited requirements, SRS documents with a mean quality score of $6.79 \pm 1.08$ out of 10, and prototype demonstrations scoring $7.21 \pm 1.15$. A pre/post self-assessment survey revealed statistically significant improvements across all eight measured soft-skill dimensions, with the largest gains in Stakeholder Empathy ($Î= +1.33$) and Negotiation ($Î= +1.13$). Thematic analysis of reflective reports identified four dominant learning themes, with the tension between client wishes and technical feasibility cited as the most professionally relevant experience. Our findings suggest that anchoring elicitation practice to a student-authored artifact lowers cognitive barriers while increasing authenticity, and that campus researchers serve as an accessible and effective proxy client for programs without established industry partnerships.