【正文】 似的。為了得到的分?jǐn)?shù)的概述，圖 4給出了兩種類型的項(xiàng)目（游戲項(xiàng)目與社交應(yīng)用項(xiàng)目）等級(jí)分布。 內(nèi)部有效性 一個(gè)實(shí)驗(yàn)的內(nèi)部有效性的問題“有關(guān)是否觀察到 A（假定為處理）和 B（假定為結(jié)果）之間協(xié)同改變，這反映了這些被操作或測量的變量 A 和 B 的因果關(guān)系” [27]。 這個(gè)評(píng)估有兩個(gè)主要的內(nèi)部有效性的威脅。允許學(xué)生選擇 Android游戲和 Android的社交應(yīng)用中的一個(gè)項(xiàng)目。第二個(gè)內(nèi)部 威脅是如果有任何差異，學(xué)生必須怎樣獨(dú)立的完成自己所選擇的領(lǐng)域的項(xiàng)目。我們已經(jīng)確定了兩種類型的項(xiàng)目是如何進(jìn)行的的差異。這兩個(gè)階段不是包含數(shù)據(jù)和用于評(píng)估項(xiàng)目材料的一部分。 結(jié)構(gòu)有效性 結(jié)構(gòu)有效性關(guān)心的是哪個(gè)推斷得到保證的程度：（ 1）觀察到的人，設(shè)置，和的原因和影響操作包括在一項(xiàng)研究中（ 2）可能有異議的情況的結(jié)構(gòu)。 在軟件體系結(jié)構(gòu)課程使用 Android 項(xiàng)目的評(píng)估中，我們的研究目標(biāo)是調(diào)查Android 平臺(tái)上的游戲項(xiàng)目和社交應(yīng)用項(xiàng)目的差異性和相似性。為了回答這四個(gè)研究問題，數(shù)據(jù)源和度量變量可以從我們的軟件體系結(jié)構(gòu)課程中進(jìn)行選擇。在整個(gè)評(píng)估的過程中，我們使用不同的方法進(jìn)行比較，最后得出評(píng)估結(jié)果。方法的選擇是基于使用可用數(shù)據(jù)描述和可視化 兩種小組之間的差異的最好方法。 本文報(bào)告的結(jié)果對(duì)其他老師考慮引進(jìn)游戲項(xiàng)目作 為軟件體系結(jié)構(gòu)課程的一部分具有重大意義。這個(gè)研究的一個(gè)限制是評(píng)估中的學(xué)科是 CS 或者 SE 的學(xué)生在他們大學(xué)前三年已經(jīng)完成了的。 6 結(jié)論 根據(jù)我們?cè)谲浖w系結(jié)構(gòu)課程中以前使用 XNA 的實(shí)驗(yàn)和現(xiàn)在使用 Android的實(shí)驗(yàn)，我們發(fā)現(xiàn)游戲的動(dòng)力和相關(guān)有趣的外圍設(shè)備是一個(gè)最有吸引力的因素。 第一個(gè)問題問的是學(xué)生選擇 Android游戲項(xiàng)目或者 Android社交應(yīng)用項(xiàng)目對(duì)軟件體系結(jié)構(gòu)項(xiàng)目的感受是否有差異（ RQ1）。從 P值較低的其他數(shù)據(jù)也反映出游戲項(xiàng)目小組比社交應(yīng)用項(xiàng)目小組對(duì)項(xiàng)目的要求的態(tài)度更積極。 第二個(gè)研究問題問的是學(xué)生選擇 Android游戲項(xiàng)目或者 Android社交應(yīng)用項(xiàng)目，設(shè)計(jì)軟件結(jié)構(gòu)的是否有什么差異（ RQ2）。此外，統(tǒng)計(jì)意義上的差異說明，游戲項(xiàng)目中的軟件體系結(jié)構(gòu)基本比社交應(yīng)用項(xiàng)目中的軟件體系結(jié)構(gòu)復(fù)雜（ P）。結(jié)果表明，在相同的時(shí)間，游戲項(xiàng)目小組投入的努力平均是 Android 社交應(yīng)用項(xiàng)目小組的投入的努力的133%，并且游戲項(xiàng)目小組的學(xué)生在代碼中寫的詳細(xì)注釋和在多文件中組織的代碼量是社交應(yīng)用項(xiàng)目小組的兩倍。兩種類型項(xiàng)目的比較表明，在項(xiàng)目中統(tǒng)計(jì)上沒有明顯差別。 提到 Android COTS專有的， Android游戲項(xiàng)目的主要差異可以在軟件體系結(jié)構(gòu)教學(xué)方面作為一個(gè)有趣并且有效的工具來激勵(lì)學(xué)生應(yīng)用更多設(shè)計(jì)模式及更多富有成效的代碼，從而設(shè)計(jì)出復(fù)雜度高的軟件體系結(jié)構(gòu)，這是 Android社交應(yīng)用項(xiàng)目無法達(dá)到的。 參考文獻(xiàn) [1] S. M. Dorman, ―Video and puter games: effect on children and implications for health education,‖ Journal of School Health, vol. 67, no. 4, pp. 133–138, 1997. [2] M. Prensky, ―Digital gamebased learning,‖ Computers in Entertainment, vol. 1, pp. 21–24, 2020. [3] J. Blow, ―Game development: harder than you think,‖Queue,vol. 1, pp. 28–37, 2020. [4] K. Sung, C. Hillyard, R. L. Angotti, M. W. Panitz, D. , and J. Nordlinger, ―GameThemed Programming Assignment Modules: a pathway for gradual integration of gaming context into existing introductory Programming Courses,‖IEEE Transactions on Education,–427, 2020. [5] A. I. Wang and B. Wu, ―An application of a game development framework in higher education,‖International Journal of Computer Games Technology, vol. 2020, no. 1, Article ID 693267, 12pages, 2020. [6] B. A. Foss and T. I. Eikaas, ―Game play in engineering education—concept and experimental results,‖International Journal of Engineering Education, vol. 22, no. 5, pp. 1043–1052,2020. [7] G. Sindre, L. Natvig, and M. Jahre, ―Experimental validation of the learning effect for a pedagogical game on puter fundamentals,‖IEEE Transactions on Education,–18, 2020. [8] A. I. Wang, ―An evaluation of a mobile game concept for lectures,‖ inProceedings of the IEEE 21st Conference on Software Engineering Education and Training, 2020. [9] ,―LECTUREQUIZ—a mobile game concept for lectures,‖ inProceedings of the 11th IASTED International Conference on Software Engineering and Application (SEA ’07), 2020. [10] M. S. ElNasr and B. K. Smith, ―Learning through game modding,‖Computers in Entertainment, vol. 4, no. 1, pp. 45–64,2020. [11] G. Lukas, ―Uses of the LOGO programming language in undergraduate instruction,‖ inProceedings of the ACM Annual Conference, vol. 2, Boston, Mass, USA, 1972. [12] M. Micco, ―An undergraduate curriculum in expert systems design or knowledge engineering,‖ inProceedings of the 15th Annual Conference on Computer Science, St. Louis, Mo, USA,1987. [13] ,―Theeducational and motivational content of digital games made by children,‖in Proceedings of the Virtual Learning (CAL ’05), Bristol, UK,2020. [14] Yulia and R. Adipranata, ―Teaching object oriented programming course using cooperative learning method based on game design and visual object oriented environment,‖ inProceedings of the 2nd International Conference on Education Technology and Computer (ICETC ’10), pp. V2355–V2359, June 2020. [15] L. Werner, J. Denner, M. Bliesner, and P. Rex, ―Can middleschoolers use Storytelling Alice to make games? Results of a pilot study,‖ inProceedings of the 4th International Conference on the Foundations of Digital Games (ICFDG ’09), pp. 207–214,Orlando, Fla, USA, April 2020. [16] J. Robertson and C. Howells, ―Computer game design: opportunities for successful learning,‖Computers and Education, , no. 2, pp. 559–578, 2020. [17] S. Kurkovsky, ―Can mobile game development foster student interest in puter science?‖ in Proceedings of the 1st International IEEE Consumer Electronic Society’s Games Innovation Conference (ICEGiC ’09), pp. 92–100, August 2020. [18] B. Ahmed and M. Steve, ―Using ATAM to evaluate a gamebased architecture,‖ inProceedings of the 20th European Conference on ObjectOriented Programming ECOOP, Workshop on ArchitectureCentric Evolution (ACE ’06), Nantes, France,2020. [19] ,.,Software Architecture in Practice, AddisonWesley Professional, 2nd edition, 2020. [20] R. Kazman, M. Klein, M. Barbacci, T. Longstaff, H. Lipson, et al., ―The architecture tradeoffanalysis method,‖ in Proceedings of the 4th IEEE International Conference on Engineering of Complex Computer Systems (ICECCS ’98), pp. 68–78, 1998. [21] A. I. Wang and T. St? alhane, ―Using post mortem analysis to evaluate software architecture student projects,‖ inProceedings of the 18th Conference on Software Engineering Education and Training (CSEE amp。m, and T. B. Kvamme, ―An evaluation of using a Game Development Framework in higher education,‖ inProceedings of the 22nd Conference on Software Engineering Education and Training (CSEET ’09), pp. 41–44,February 2020. [24] A. I. Wang, ―Extensive evaluation of using a game project in a software architecture course,‖ACM Transactions on Computing Education, vol. 11, no. 1, article 5, 2020. [25] V. Basili, ―Software modeling and measurement: the Goal/Question/Metric paradigm,‖ 1992. [26] W. H. Kruskal and W. A. Wallis, ―Use of ranks in onecriterion variance analysis,‖Journal of the American Statistical Association, vol. 47, pp. 583–621, 1952. [27] W. R. Shadish, T