Among the variety of the available requirements elicitation techniques, interviews are the most commonly used. Performing effective interviews is challenging, especially for students and novice analysts, since interviews’ success depends largely on soft skills and experience. Despite their diffusion and their challenging nature, when it comes to requirements engineering education and training (REET), limited resources and few well-founded pedagogical approaches are available to allow students to acquire and improve their skills as interviewers. To overcome this limitation, this paper presents two pedagogical approaches, namely SaPeer and ReverseSaPeer. SaPeer uses role-playing, peer review and self-assessment to enable students to experience first-hand the difficulties related to the interviewing process, reflect on their mistakes, and improve their interview skills by practice and analysis. ReverseSaPeer builds on the first approach and includes a role reversal activity in which participants play the role of a customer interviewed by a competent interviewer. We evaluate the effectiveness of SaPeer through a controlled quasi-experiment, which shows that the proposed approach significantly reduces the amount of mistakes made by the participants and that it is perceived as useful and easy by the participants. ReverseSaPeer and the impact of role reversal are analyzed through a thematic analysis of the participant’s reflections. The analysis shows that not only the students perceive the analysis as beneficial, but also that they have emotional involvement in learning. This work contributes to the body of knowledge of REET with two methods, quantitative and qualitative evaluated, respectively. Furthermore, we share the pedagogical material used, to enable other educators to apply and possibly tailor the approach.

中文翻译：

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SaPeer 和 ReverseSaPeer：通过角色扮演和角色转换进行教学要求引出面试

在各种可用的需求获取技术中，访谈是最常用的。进行有效的面试具有挑战性，特别是对于学生和新手分析师，因为面试的成功在很大程度上取决于软技能和经验。尽管它们具有广泛的传播性和挑战性，但在需求工程教育和培训 (REET) 方面，有限的资源和很少有充分依据的教学方法可用于让学生获得和提高他们作为面试官的技能。为了克服这个限制，本文提出了两种教学方法，即 SaPeer 和 ReverseSaPeer。SaPeer 使用角色扮演、同行评审和自我评估，让学生亲身体验与面试过程相关的困难，反思他们的错误，并通过练习和分析提高他们的面试技巧。ReverseSaPeer 建立在第一种方法的基础上，包括一个角色转换活动，参与者在其中扮演由有能力的面试官面试的客户的角色。我们通过受控的准实验评估 SaPeer 的有效性，这表明所提出的方法显着减少了参与者犯的错误数量，并且参与者认为它有用且容易。ReverseSaPeer 和角色转换的影响通过对参与者反思的主题分析进行分析。分析表明，不仅学生认为分析是有益的，而且他们在学习中也有情感参与。这项工作通过两种方法为 REET 的知识体系做出了贡献，分别进行定量和定性评估。此外，我们共享所使用的教学材料，以使其他教育工作者能够应用并可能调整该方法。