Assignment 2 1 MITS5501 Software Quality, Chan.docx

Assignment 2
1
MITS5501 Software Quality, Change Management and Testing
Assignment 2: Case Study
Assignment Objectives
This assessment item relates to the unit learning outcomes as in
the unit descriptor. This
assessment is designed to improve student collaborative skills
in a team environment and to
give students experience in developing Quality Assurance
documents including the Quality
Plan, Test Plans and Test Cases using a simulated industry case
study.
Case Study Assignment - 25% (week 13)
In this assignment students will work in small groups (5
members) to provide an industrial

related understanding of components of the Quality Assurance
documents discussed in
lectures. Student groups should be formed by Session four. Each
group needs to complete the
group participation form attached to the end of this document.
With your team, you will need to:
• identify a person or manager within an IT
organisation/department that is willing to be
interviewed by your team;
• prepare a set of suitable interview questions, as per guide
following;
• organise and conduct the interview;
• submit an audio recording of interview, preferably as an mp3
file format;
• prepare a written report; and
• prepare and record a team presentation (maximum time of 10
minutes) of your
findings
The Interview and its preparation
Topics

The team interview will be focused on software quality
assurance, Software testing and
configuration management. The team will prepare a set of
questions on how each of the three
topics addressed The Software development companies. The
questions must cover but not
limited to the following subtopics
1. Quality Assurance Plan
2. Test Plan
3. Test cases
4. Test Effort Estimation
Assignment 2
2
Selecting an interviewee
The interviewee should be someone who works in an IT
industry, preferably software quality
assurance engineer, software tester, SW project manager, or a
developer.

Organising the interview
The team leader must ensure that only one member of your team
contacts the interviewee and
that a time and place for the interview is agreed to. Evidence of
this preparation will be given
in the written report for Part 1 Assessment (see details in the
following Marking Guide).
Ideally, you should try to interview the person in their
workplace. In preparation for the
interview, your team needs to meet (possibly electronically) to
discuss and prepare a list of
appropriate questions on above chosen topics.
In organising your interview with the interviewee, you should:
1. propose the topics for the interview
2. request an interview time of at least 30 minutes
3. negotiate a suitable time with the interviewee
4. obtain permission to record the interview
Conducting the interview
You should attempt to conduct the interview on strictly
professional lines. It is a useful

technique to switch off your mobile in front of the interviewee
as the interview starts, because
this sometimes prompts the interviewee to switch theirs off as
well. Remember to confirm that
the interview is able to be recorded, and commence the
recording.
Ensure that each member of your team has the opportunity to
ask the interviewee at least one
of the prepared questions. Keep to the allotted time, and do not
overrun.
Part 1: Written Report
Each team will submit one written report only for assessment.
The report will be a collation of
individual contributions of team members. It is expected that
each team member will make a
contribution to the report of between 350-400 words. The
maximum length of the report is
2000 words. The report should cover the interview preparation,
execution, and your own
reflection on the interview (compared to what you learned).
As part of the report, there should be a statement listing of the
contributions of each team
member as below:

Student Contribution
Student Name(s) /
Number(s):
%
Contribution
Description of the
contribution
No of hours worked for
this assessment
Assignment 2
3
All evidence of timesheet/ weekly meeting minutes and agendas

must be included in your
report as an appendix.
Part 2: Electronic Presentation
The presentation will have the following structure. It will:
• have a maximum duration of 10 minutes;
• adopt a consistent slide template;
• include slides incorporating (Max10 slides)
• an introduction to the presentation including title, team
members;
• background details of the person interviewed;
• listing of topics discussed
• information provided in the interview (one slide per topic);
• lessons learnt from conducting the interview;
• lessons learnt from working in a team.
Assessment Weighting: 25%
Due Date: Report - Week 13 Sunday, e-Presentation – During

Week 13 tutorial
This assessment consists of 2 parts as outlined below.
Part 1: 15 % Written report and audio record of interview (2
files: a word document
and an audio recording, preferably mp3 format).
+
Part 2: 10 % presentation
Please note that your Presentation require demonstration during
your tutorial
session in week 13.
Submission: For each team, there is ONE assignment
submission consisting of 3 files
submitted electronically. Each file should use the team number
as part of the filename.
Please zip your each part of your solutions before uploading.

Assignment 2
4
Group Participation Form This form is to be completed by the
group and returned to your tutor/lecturer
as soon as possible. We, the undersigned, agree to contribute
individually and as a team to complete
the Group Assignment for MITS5501 Software Quality, Change
Management and Testing in the time
specified. (It should be noted that failure to participate in a
group may result in a fail for the assignment
component of the subject.) Group membership:
ID Student Name(s) / Number(s): Group NO

Group No to be filled by The Lecturer
* All members in the team will receive the same mark for an
assignment, unless there are extenuating
circumstances whereby an individual’s mark has to be altered
by the tutor/lecturer, or if the peer group
assessment warrants it. ** Team members should contact their
tutor/lecturer immediately if problems
arise within the team that may cause completion of an
assignment to be severely delayed, or the
quality of the submission to be substantially lowered.
NETS3010/5011/3011 Online Games, Play and Gamification
Assignment 2: Essay: Case Study
The following marking rubric provides a guide to the way your
assignment is assessed according to the criteria specified.
Please note: there is not necessarily a direct correlation between

the sum of your ‘grades’ for each criteria and your final mark.
For example, an assignment that consistently scores in the ‘c’
range for each might end up with a result in the high 60s or
even 70s if it presented some original ideas, or used some
excellent sources. An assignment that receives one or more
ticks in the ‘f’ box is unlikely to pass overall.
The rubric is intended not only to provide a guide as to the mark
assigned, but should also help you identify the areas you might
need to work on in order to improve future work.
Criteria
Indicative Performance
F
P
C
D
HD
Accurate use of the terms from the unit
✓
Effective writing and expression (spelling,
grammar and formatting)
✓
Reflexive integration of reading and accurate
referencing following correct APA style
✓

Articulation of a strong argument
✓
Further Comments:
While this submission shows potential, it unfortunately needed
further development in order to achieve a passing grade.
Ongoing issues with clarity of expression make the discussion
difficult to follow, and more evidence of relevant research was
required. From my understanding, your argument is that both
serious and casual play involves similar activities, challenges,
and skill development; therefore we cannot claim there is a
clear distinction between them. This is a valid perspective, but I
needed to see you engaging with more references to take the
argument beyond personal opinion. The references you did cite
often seemed out of place or inappropriate. I have left more
detailed notes and comments on the essay below. If you work on
these areas I’m sure your results can improve.
Final Mark and Grade: 40% F
F 00-49 (Fail)
Such an assignment fails, in major respects, to achieve the
minimum standard for university assignments at the year level
of the unit and has failed to address the main criteria against
which the assignment is being marked. Students who receive
failing grades are either not grasping the subject matter, or not
making a suitable attempt at the assignment or both. Such work
is poor and even substantial revision would not enable it to

achieve a distinction result. Students should immediately
discuss their academic progress with staff.
Assignment #2
Case Study
Student Name:
Farjana Faria
Student Number:
20011435
Unit Name:
Tutor’s Name:
Online Games, Play and Gamification
Gwyneth Peaty
Email Address:
[email protected]
Date Submitted:
29/10/19
Word Count:
2291 words
URL (if applicable):
By submitting this assignment, I declare that I have retained a
suitable copy of this assignment, have not previously submitted
this work for assessment and have ensured that it complies with
university and school regulations, especially concerning
plagiarism and copyright.

Signature: ____Farjana Faria_________
(Typing your name in the space provided is sufficient
when submitting online via Turnitin.)
All students will receive a completed marking rubric to provide
feedback and comments on their work. Please indicate below
(with a X) if you would like to receive additional comments as
tracked changes on your submitted assignment.
X
Yes, I would like to receive additional feedback
There is a clear distinction between 'casual' and 'serious' games
and gamers. Agree or Disagree. Justify your answer.
The rapidness in the technological world has changed the
culture of digital games. The digital games industry has
expanded in the last decade to yield digital firm and social
media industry multibillion dollars. The increased use of
smartphones worldwide and access to the internet has
contributed to major milestones in the growth and expansion of
the video game industry. Serious and casual games are one of
the fastest-growing segments due to increased users in the
market. Serious games are developed for a particular purpose or
function and not just for entertainment, while causal casual
games are mostly designed for entertainment purposes. The
mobile games and causal that are easily accessed through a
personal computer, desktop, tablet, smartphone, and through the
social network have changed the way games are created,
designed, understood, and played, making them more
accessible. There are no apparent differences between serious

and casual games despite having different game players
different in their mean and application. This paper discusses the
distinction between serious and causes games and gamers with a
close focus on Zynga game Farmville. Comment by Gwyneth:
Grammar – be sure to proofread carefully and catch errors.
Comment by Gwyneth: Reference? Comment by Gwyneth:
This is your thesis (argument) and it could be more clearly
expressed.
Justification Comment by Gwyneth: For a research essay you
generally want to avoid relying on headings. They may be
useful in the drafting process, but should be removed from the
final draft. Instead, ensure paragraphs are internally cohesive
and link together in a logical flow.
Serious games and casual games are only differentiated in terms
of meaning and application in life where serious games are
designed with a distinct and primary purpose than mere
entertainment purpose hence the name serious. These are games
that have serious outcomes for society, such as giving a social
message, marketing message, or learning message (Ferguson,
2018). Some games allow people to learn different skills and
knowledge, depending on the contexture of the games. They are
mostly used in organizations and government institutions such
as healthcare, agriculture, emergency management, defence,
mechanical engineering, scientific research, and education to
develop a strategic plan for the company. Comment by
Gwyneth: An example would help to clarify your argument here.
Comment by Gwyneth: Reference?
Casual games are created with the primary purpose of
entertainment, fun, and used to pass the time. These games have
resulted in both positive and negative effects on society,
especially to the young generation (Ferguson, 2018). They have
a broad target market since they exhibit any type of genre and
gameplay. It also has a shorter season, and less skill is needed
to learn to understand the concept of how it is played. Most of
the gamer play the game anytime, such as work break, in public
transport, walking, or anywhere since it involves short sessions

and simple user interfaces. Comment by Gwyneth: This
source is talking about games and violence. Are you suggesting
that casual games are linked to violence? Comment by
Gwyneth: I’d like to see you engaging more with critical
sources to support your discussion. This would be a good
paragraph to cite articles on casual and social games, or a
chapter from Willson and Leaver’s book Social, Casual and
Mobile Games: The Changing Gaming Landscape.
Zynga game Farmville is one of the popular games that involve
both serious and casual part of that depending on different
gamification. The game involves agricultural adventure that is
used by serious gamer to gain an understanding of the different
phases of agriculture and farming practices (Ferguson, 2018).
The learned learn implicated in the real work to improve the
agriculture sector and by agricultural research to develop the
new farming methods as they attain higher game levels. On the
other hand, casually use the game for fun and gain popularity
over the peer and in social media as the best player to have
completed many levels. Comment by Gwyneth: How does
gamification relate to your argument? More explanation was
needed on this point. Comment by Gwyneth: This source
has nothing to do with Farmville… Comment by Gwyneth:
Grammar: the meaning of this is unclear.
Zynga game Farmville is one of the social games that have two
types of user. The two users involve the casual player or the
serious player depending on the side chosen. The causal casual
side has multiple users who are mostly affected and played in a
social networking platform, and the player only interacts
socially in an online platform (Pearce, & Celia, 2011). Gamer
easily competes after meeting in social media and other
platforms using various devices such as mobile phones and
personal computers. Users are connected through social
networks such as Facebook, Twitter, and wiki. Comment by
Gwyneth: I’m not sure what is being argued in this paragraph.
To unpack ‘casual’ ways of playing Farmville you need to
analyse the idea of casual play in the context of wider academic

research on the topic.
The second part is for the serious gamers that includes a
specific play within the social media platform. The user can
gain access to more gamification features that help improve
their learning skills and knowledge with time. It acts as a
learning platform where the users are given an assignment that
must be completed and achieve the target resulted given to
proceed to the next level (Henthorn, & Jamie, 2016). The social
networking of Zynga game Farmville has proven its worth over
the time with the addition of serious game side that have been
able to generate significant impact in term of emotion, time,
money, and commitments of the user. It has earned popularity
for its ability to engage users from different cultural
backgrounds to share ideas learned for agriculture since its
easily accessed in any social networking platform. Comment by
Gwyneth: Farmville? Comment by Gwyneth: Reference?
Both the causal and serious gamers have specific learning
objectives of games according to the nature of the game. Zynga
game Farmville provides the user with the learning objectives.
Each of the learning goals implies four specific capabilities that
designers or instructors of the game want to affect the player in
both serious and casual games. The first skills test in every
game is the knowledge that includes the ability of the player to
memorize and understand various factors and backgrounds of
the game (Nelson, Keum, & Yaros, 2004). These aspects may
consist of rules, objectives of every assignment, goals,
procedure, plan, and other important information needed to
complete every task. In the Zynga game Farmville game, the
instructor may include the method and strategy of competing for
the cultivation process and way to increase the earning from
harvesting to increase the chances of moving to the next
assignment. It also includes the ability to use the earned coin to
buy more farming equipment and seed that increased production
for harvesting. The instructor may add more gamification
features in the game to enable the user to have more medicine to
deal with pests and other animals attacking his farm.

Comment by Gwyneth: Is this instructor a character within
the game? More explanation needed here.
The second capability type that is involved in both serious and
casual games is observation skills and techniques. The user
applies the knowledge and skill of observing to accomplish a
given goal with a clear path and direction from start to finish.
In the Zynga game Farmville, the designer, from time to time,
show the user the direction to the farm and expect them to
follow them to reach their destination (Monson, 2012). From
time to time, users are shown the farming practice and step
expected to follow to ensure successful farming and harvesting.
They are expected to remember them to complete the given task
successfully. The instructor also uses farming jargon while
communicating with his workers. The jargons are some of the
observation skills users need to learn through listening and to
observe what they mean and implemented for them to use them
effectively. These kinds of learning skills are found in both
serious and casual games where the user is given the task to
complete through the observing. Comment by Gwyneth: This
source is talking about World of Warcraft. The relevance to
your argument is not clear. Comment by Gwyneth: Good,
this is a relevant point. Just make sure to provide sources for
your key claims.
The third ability is problem solving that entail effective
application of both observation and knowledge skill learned
from the previous test. The user combines the knowledge and
observing skill to tack the given problem and expected to show
his skill and competence to handle the task. Mostly the user
may spend more time trying to complete the task until he/ she
gains the expertise to handle the task process from start to
finish (Gong et al., 2017). In Zynga game Farmville, the users
are taken into training that simulates actual skill and graphic of
the real task need to be completed to gauge the user skill in
knowledge retainment and observation capabilities. The user has
the option to go directly to the game or have the training fast on
how to play the game that applies in both serious and casual

gamer. The instructor sometimes gives the hitch and tip on how
to play when the user is out of the move available to all users.
Both the player of serious and causal games is provided with
time or training on how to solve the problem before starting the
required task.
The last ability impacted by both casual and serious games is an
attitude that entails changing the user and player attitude and
belief about the game. As the player completes various level of
Zynga game Farmville, they need to improve the knowledge and
skill of the user to be more advance to handle the higher level
of the game (Crowe, and Watts, 2014). It also involves
developing the farmer and worker relationship through their
experience of working together and achieving the various goals
of the game. The capability is applicable in both serious and
casual games where the user has to improve their relationship
through the people continuously, they are working with to
achieve the primary goal. It also applies in real life where
designer have modified the system to improve the knowledge of
the user through experiences. In the Zynga game, the Farmville
user relationship is enhanced by completing a particular farming
system together with workers and aching the highest coin in
terms of the reward. Comment by Gwyneth: This reading is
about gender identity.
Both the serious and casual games apply the above capabilities
to ensure the learner is well equipped to handle the real task.
The train must be accompanied by two or more learning
objectives, along with the particular description of the
capabilities to be evaluated at the end of the training (Habel,
Chad, & Ben Kooyman. 2013). In Zynga game, Farmville, the
designer tests various outcome of the training that includes the
ability to select the farming tools, identifying the specific
farming practices, describe the plan and procedure of farming
practice, use of the farming jargon to communicate with other
workers, and ability to work as a team with others. Comment by
Gwyneth: This paragraph is repeating points you have already
made.

Both the casual and serious games use online gaming to use
motivators that influence the player to have a particular interest
in a certain game than others. Most of the social games help the
gamer realize the potential of their motivator (Seo, Yuri, Jung,
& Sang-UkJung, 2016). Zynga game Farmville has various of a
motivator to the player that mostly include skill development,
fantasy, competition, recreation, social, and coping. These types
of motivators may be spread across the serious and casual
games of having independence according to the primary purpose
of the player (Eklund, 2016). For example, the serious gamer
plays the game of Zynga game Farmville for skill development
in farming practice that is implemented in real farming practice
while casual gamer may focus on skill development to be able
to compete with others on a social platform or improve his skill
to complete a higher level.
Game designer of Zynga game Farmville recognize the
motivation of the user and build them up into game mechanism
to make them more attractive. All the game designers in both
serious and casual games apply three pillars to motivate the
user, which include play, invest, and express. The first pillar of
play includes the social interaction of the player that allows the
user to interact with other users in the social platform. Zynga
game Farmville applies social networking aspects such as
Facebook. Engaging other players improve one playing skill and
enable them to improve their farm quickly and gain farmhand in
helping them. Comment by Gwyneth: Reference? Where are
you getting this information from?
The second pillar allows the player to invest their time in
customizing their character to progress in the game. In both
serious and casual players always spend most of their time to
increase the power of the main character so they can quickly
progress to another level (Balnaves, Willson, & Leaver, 2012).
Every level completed customization of the style depending on
the time spent on the scale. Zynga game Farmville gamer
improve their character by getting farmhand to enhance their
farm or buying new practices through the pervious earned

reward and coins. The need of other players to enhance their
character is a substitute to the farm cash, the farm game
purchased using the farm received coins or giving the gamer a
choice between spamming for their friend with Farmville
message request.
The last pillar allows the user to express the fun and efficiently
generate real capital from the game. Both the serious and casual
gamer players express their motivation through various forms,
such as show up on the social media platform (Piedtype, 2013).
Zynga game Farmville have varieties of way to express the
gamer motivation such as recognizing them in the social
networking platform as the best. Zynga game Farmville allows
the user to exchange the Farmville cash earn in the game with
the real-world currency to purchase the farming product to
improve the producers of the farm.
Both serious and casual game have a negative effect on society
regardless of the impact in improving learning skills to the
student and for reaction purposes (Bender, 2014). Most of the
gamer need the reason to play that reduces the family and friend
relationship since most of the time is spent playing social
games. The bonding that existed before starting to diminish the
moment one becomes additive to playing a video game or social
games (Albarrán-Torres, César, 2016). It also led to gambling,
cheating, and addiction that affect society negatively. Most of
the game include social casino application and digital media
practices that make most of the player develop a habit that
affects their normal business.
Conclusion
Serious and casual games have little or no clear difference
between them due to the contexture of the way they are
designed. Most of the games are formed with particular learning
objectives that player needs to achieve at the end of each level
or training. The gamer must have the capability of either
knowledge, problem solving, observation skills and attitude, or
all the skills to effectively participate in the game. Player
undergoes training or are provided with helping tips to improve

their character as the game continuouscontinues, that the
instructor may place to evaluate the skill and capabilities of the
user. Both serious and casual games are designed with three
specific motivators to the user, which include play, express, and
invest.
References
· Albarrán-Torres, César. (2016.) Social Casino Apps and
Digital Media Practices: New Paradigms of Consumption. In

Social, Casual and Mobile Games: The Changing Gaming
Landscape, Michele Willson and Tama Leaver (eds).
Bloomsbury, pp. 243-259.
· Balnaves, M., Willson, M. and Leaver, T. (2012). Entering
Farmville: Finding Value in Social Games, in Anyanwu C. and.
Green K. and Sykes J. (ed), Communicating Change and
Changing Communication in the 21st Century, Australian and
New Zealand Communication Association conference, July 4-6
2012
Eklund, L. (2016). Who are the Casual Gamers? Gender Tropes
and Tokenism in Game Culture. In Social, Casual and Mobile
Games: The Changing Gaming Landscape, Michele Willson and
Tama Leaver (eds). Bloomsbury, pp. 15-30.
· Bender, S. (2014). Blood Splats and Bodily Collapse:
Reported realism and the perception of violence in combat films
and video games, Projections 8(2), 1- 25
http://doi.org/10.3167/proj.2014.080202
· Crowe, N. and Watts, M. (2014). 'When I click "ok" I become
Sassy - I become a girl': Young people and gender identity:
subverting the 'body' in massively multi-player online role-
playing games. International Journal of Adolescence and Youth,
19(2), 217 - 231.
· Ferguson, C. J. (2018). It’s Time to End the Debate about
Video Games and Violence. Kotaku. Available from
https://www.kotaku.com.au/2018/04/its-time-to-end-the-debate-
about-games-and-violence/
· Gong, Huiwen, Robert Hassink, and Gunnar Maus. (2017).
What Does Pokemon Go Teach us About Geography?
Geographica Helvetica, 72(2), pp. 227-230.
· Habel, Chad and Ben Kooyman. (2013). Agency Mechanics:
Gameplay Design in Survival Horror Video Games. Digital
Creativity, 02 January 2014, 25(1), pp. 1-14.
· Henthorn, Jamie. (2016). Rewriting Neighbourhoods:
Zombies, Run! and the Runner as Rhetor. In Social, Casual and
Mobile Games: The Changing Gaming Landscape, Michele
Willson and Tama Leaver (eds). Bloomsbury, pp. 165-177.

· Monson, M. (2012). Race-based fantasy realm: Essentialism in
the World of Warcraft. Games and Culture 7(1), 48 - 71.
· Nelson, M. Keum, H. and Yaros, R. (2004). Advertainment or
adcreep: Game players' attitudes toward advertising and product
placement in computer games. Journal of Interactive
Advertising, 5(1), pp. 3-31
· Pearce, Celia. (2011). “Virtual Worlds, Play Ecosystems, and
the Ludisphere” in Communities of Play. MIT Press, pp. 17-35.
· Piedtype. (2013). “Grandma playing Ingress stopped by cops.”
Piedtype blog. Available from
http://piedtype.com/2013/06/29/grandma-playing-ingress-
stopped-by-cops/
· Seo, Yuri , and Jung, Sang-UkJung. (2016). Beyond Solitary
Play in Computer Games: The Social Practices of eSports.
Journal of Consumer Culture, November 2016, 16(3), pp. 635-
655.
1
NETS3010/5011/3011 Online Games, Play and Gamification
Assignment 2: Essay: Case Study
The following marking rubric provides a guide to the way your
assignment is assessed according to the criteria specified.
Please note: there is not necessarily a direct correlation between
the sum of your ‘grades’ for each criteria and your final mark.
For example, an assignment that consistently scores in the ‘c’
range for each might end up with a result in the high 60s or
even 70s if it presented some original ideas, or used some
excellent sources. An assignment that receives one or more
ticks in the ‘f’ box is unlikely to pass overall.
The rubric is intended not only to provide a guide as to the mark
assigned, but should also help you identify the areas you might

need to work on in order to improve future work.
Criteria
Indicative Performance
F
P
C
D
HD
Accurate use of the terms from the unit
✓
Effective writing and expression (spelling,
grammar and formatting)
✓
Reflexive integration of reading and accurate
referencing following correct APA style
✓
Articulation of a strong argument
✓

Further Comments:
While this submission shows potential, it unfortunately needed
further development in order to achieve a passing grade.
Ongoing issues with clarity of expression make the discussion
difficult to follow, and more evidence of relevant research was
required. From my understanding, your argument is that both
serious and casual play involves similar activities, challenges,
and skill development; therefore we cannot claim there is a
clear distinction between them. This is a valid perspective, but I
needed to see you engaging with more references to take the
argument beyond personal opinion. The references you did cite
often seemed out of place or inappropriate. I have left more
detailed notes and comments on the essay below. If you work on
these areas I’m sure your results can improve.
Final Mark and Grade: 40% F
F 00-49 (Fail)
Such an assignment fails, in major respects, to achieve the
minimum standard for university assignments at the year level
of the unit and has failed to address the main criteria against
which the assignment is being marked. Students who receive
failing grades are either not grasping the subject matter, or not
making a suitable attempt at the assignment or both. Such work
is poor and even substantial revision would not enable it to
achieve a distinction result. Students should immediately
discuss their academic progress with staff.
Assignment #2
Case Study

Student Name:
Farjana Faria
Student Number:
20011435
Unit Name:
Tutor’s Name:
Online Games, Play and Gamification
Gwyneth Peaty
Email Address:
[email protected]
Date Submitted:
29/10/19
Word Count:
2291 words
URL (if applicable):
By submitting this assignment, I declare that I have retained a
suitable copy of this assignment, have not previously submitted
this work for assessment and have ensured that it complies with
university and school regulations, especially concerning
plagiarism and copyright.
Signature: ____Farjana Faria_________
(Typing your name in the space provided is sufficient
when submitting online via Turnitin.)
All students will receive a completed marking rubric to provide

feedback and comments on their work. Please indicate below
(with a X) if you would like to receive additional comments as
tracked changes on your submitted assignment.
X
Yes, I would like to receive additional feedback
There is a clear distinction between 'casual' and 'serious' games
and gamers. Agree or Disagree. Justify your answer.
The rapidness in the technological world has changed the
culture of digital games. The digital games industry has
expanded in the last decade to yield digital firm and social
media industry multibillion dollars. The increased use of
smartphones worldwide and access to the internet has
contributed to major milestones in the growth and expansion of
the video game industry. Serious and casual games are one of
the fastest-growing segments due to increased users in the
market. Serious games are developed for a particular purpose or
function and not just for entertainment, while causal casual
games are mostly designed for entertainment purposes. The
mobile games and causal that are easily accessed through a
personal computer, desktop, tablet, smartphone, and through the
social network have changed the way games are created,
designed, understood, and played, making them more
accessible. There are no apparent differences between serious
and casual games despite having different game players
different in their mean and application. This paper discusses the
distinction between serious and causes games and gamers with a
close focus on Zynga game Farmville. Comment by Gwyneth:
Grammar – be sure to proofread carefully and catch errors.
Comment by Gwyneth: Reference? Comment by Gwyneth:
This is your thesis (argument) and it could be more clearly
expressed.

Justification Comment by Gwyneth: For a research essay you
generally want to avoid relying on headings. They may be
useful in the drafting process, but should be removed from the
final draft. Instead, ensure paragraphs are internally cohesive
and link together in a logical flow.
Serious games and casual games are only differentiated in terms
of meaning and application in life where serious games are
designed with a distinct and primary purpose than mere
entertainment purpose hence the name serious. These are games
that have serious outcomes for society, such as giving a social
message, marketing message, or learning message (Ferguson,
2018). Some games allow people to learn different skills and
knowledge, depending on the contexture of the games. They are
mostly used in organizations and government institutions such
as healthcare, agriculture, emergency management, defence,
mechanical engineering, scientific research, and education to
develop a strategic plan for the company. Comment by
Gwyneth: An example would help to clarify your argument here.
Comment by Gwyneth: Reference?
Casual games are created with the primary purpose of
entertainment, fun, and used to pass the time. These games have
resulted in both positive and negative effects on society,
especially to the young generation (Ferguson, 2018). They have
a broad target market since they exhibit any type of genre and
gameplay. It also has a shorter season, and less skill is needed
to learn to understand the concept of how it is played. Most of
the gamer play the game anytime, such as work break, in public
transport, walking, or anywhere since it involves short sessions
and simple user interfaces. Comment by Gwyneth: This
source is talking about games and violence. Are you suggesting
that casual games are linked to violence? Comment by
Gwyneth: I’d like to see you engaging more with critical
sources to support your discussion. This would be a good
paragraph to cite articles on casual and social games, or a
chapter from Willson and Leaver’s book Social, Casual and
Mobile Games: The Changing Gaming Landscape.

Zynga game Farmville is one of the popular games that involve
both serious and casual part of that depending on different
gamification. The game involves agricultural adventure that is
used by serious gamer to gain an understanding of the different
phases of agriculture and farming practices (Ferguson, 2018).
The learned learn implicated in the real work to improve the
agriculture sector and by agricultural research to develop the
new farming methods as they attain higher game levels. On the
other hand, casually use the game for fun and gain popularity
over the peer and in social media as the best player to have
completed many levels. Comment by Gwyneth: How does
gamification relate to your argument? More explanation was
needed on this point. Comment by Gwyneth: This source
has nothing to do with Farmville… Comment by Gwyneth:
Grammar: the meaning of this is unclear.
Zynga game Farmville is one of the social games that have two
types of user. The two users involve the casual player or the
serious player depending on the side chosen. The causal casual
side has multiple users who are mostly affected and played in a
social networking platform, and the player only interacts
socially in an online platform (Pearce, & Celia, 2011). Gamer
easily competes after meeting in social media and other
platforms using various devices such as mobile phones and
personal computers. Users are connected through social
networks such as Facebook, Twitter, and wiki. Comment by
Gwyneth: I’m not sure what is being argued in this paragraph.
To unpack ‘casual’ ways of playing Farmville you need to
analyse the idea of casual play in the context of wider academic
research on the topic.
The second part is for the serious gamers that includes a
specific play within the social media platform. The user can
gain access to more gamification features that help improve
their learning skills and knowledge with time. It acts as a
learning platform where the users are given an assignment that
must be completed and achieve the target resulted given to
proceed to the next level (Henthorn, & Jamie, 2016). The social

networking of Zynga game Farmville has proven its worth over
the time with the addition of serious game side that have been
able to generate significant impact in term of emotion, time,
money, and commitments of the user. It has earned popularity
for its ability to engage users from different cultural
backgrounds to share ideas learned for agriculture since its
easily accessed in any social networking platform. Comment by
Gwyneth: Farmville? Comment by Gwyneth: Reference?
Both the causal and serious gamers have specific learning
objectives of games according to the nature of the game. Zynga
game Farmville provides the user with the learning objectives.
Each of the learning goals implies four specific capabilities that
designers or instructors of the game want to affect the player in
both serious and casual games. The first skills test in every
game is the knowledge that includes the ability of the player to
memorize and understand various factors and backgrounds of
the game (Nelson, Keum, & Yaros, 2004). These aspects may
consist of rules, objectives of every assignment, goals,
procedure, plan, and other important information needed to
complete every task. In the Zynga game Farmville game, the
instructor may include the method and strategy of competing for
the cultivation process and way to increase the earning from
harvesting to increase the chances of moving to the next
assignment. It also includes the ability to use the earned coin to
buy more farming equipment and seed that increased production
for harvesting. The instructor may add more gamification
features in the game to enable the user to have more medicine to
deal with pests and other animals attacking his farm.
Comment by Gwyneth: Is this instructor a character within
the game? More explanation needed here.
The second capability type that is involved in both serious and
casual games is observation skills and techniques. The user
applies the knowledge and skill of observing to accomplish a
given goal with a clear path and direction from start to finish.
In the Zynga game Farmville, the designer, from time to time,
show the user the direction to the farm and expect them to

follow them to reach their destination (Monson, 2012). From
time to time, users are shown the farming practice and step
expected to follow to ensure successful farming and harvesting.
They are expected to remember them to complete the given task
successfully. The instructor also uses farming jargon while
communicating with his workers. The jargons are some of the
observation skills users need to learn through listening and to
observe what they mean and implemented for them to use them
effectively. These kinds of learning skills are found in both
serious and casual games where the user is given the task to
complete through the observing. Comment by Gwyneth: This
source is talking about World of Warcraft. The relevance to
your argument is not clear. Comment by Gwyneth: Good,
this is a relevant point. Just make sure to provide sources for
your key claims.
The third ability is problem solving that entail effective
application of both observation and knowledge skill learned
from the previous test. The user combines the knowledge and
observing skill to tack the given problem and expected to show
his skill and competence to handle the task. Mostly the user
may spend more time trying to complete the task until he/ she
gains the expertise to handle the task process from start to
finish (Gong et al., 2017). In Zynga game Farmville, the users
are taken into training that simulates actual skill and graphic of
the real task need to be completed to gauge the user skill in
knowledge retainment and observation capabilities. The user has
the option to go directly to the game or have the training fast on
how to play the game that applies in both serious and casual
gamer. The instructor sometimes gives the hitch and tip on how
to play when the user is out of the move available to all users.
Both the player of serious and causal games is provided with
time or training on how to solve the problem before starting the
required task.
The last ability impacted by both casual and serious games is an
attitude that entails changing the user and player attitude and
belief about the game. As the player completes various level of

Zynga game Farmville, they need to improve the knowledge and
skill of the user to be more advance to handle the higher level
of the game (Crowe, and Watts, 2014). It also involves
developing the farmer and worker relationship through their
experience of working together and achieving the various goals
of the game. The capability is applicable in both serious and
casual games where the user has to improve their relationship
through the people continuously, they are working with to
achieve the primary goal. It also applies in real life where
designer have modified the system to improve the knowledge of
the user through experiences. In the Zynga game, the Farmville
user relationship is enhanced by completing a particular farming
system together with workers and aching the highest coin in
terms of the reward. Comment by Gwyneth: This reading is
about gender identity.
Both the serious and casual games apply the above capabilities
to ensure the learner is well equipped to handle the real task.
The train must be accompanied by two or more learning
objectives, along with the particular description of the
capabilities to be evaluated at the end of the training (Habel,
Chad, & Ben Kooyman. 2013). In Zynga game, Farmville, the
designer tests various outcome of the training that includes the
ability to select the farming tools, identifying the specific
farming practices, describe the plan and procedure of farming
practice, use of the farming jargon to communicate with other
workers, and ability to work as a team with others. Comment by
Gwyneth: This paragraph is repeating points you have already
made.
Both the casual and serious games use online gaming to use
motivators that influence the player to have a particular interest
in a certain game than others. Most of the social games help the
gamer realize the potential of their motivator (Seo, Yuri, Jung,
& Sang-UkJung, 2016). Zynga game Farmville has various of a
motivator to the player that mostly include skill development,
fantasy, competition, recreation, social, and coping. These types
of motivators may be spread across the serious and casual

games of having independence according to the primary purpose
of the player (Eklund, 2016). For example, the serious gamer
plays the game of Zynga game Farmville for skill development
in farming practice that is implemented in real farming practice
while casual gamer may focus on skill development to be able
to compete with others on a social platform or improve his skill
to complete a higher level.
Game designer of Zynga game Farmville recognize the
motivation of the user and build them up into game mechanism
to make them more attractive. All the game designers in both
serious and casual games apply three pillars to motivate the
user, which include play, invest, and express. The first pillar of
play includes the social interaction of the player that allows the
user to interact with other users in the social platform. Zynga
game Farmville applies social networking aspects such as
Facebook. Engaging other players improve one playing skill and
enable them to improve their farm quickly and gain farmhand in
helping them. Comment by Gwyneth: Reference? Where are
you getting this information from?
The second pillar allows the player to invest their time in
customizing their character to progress in the game. In both
serious and casual players always spend most of their time to
increase the power of the main character so they can quickly
progress to another level (Balnaves, Willson, & Leaver, 2012).
Every level completed customization of the style depending on
the time spent on the scale. Zynga game Farmville gamer
improve their character by getting farmhand to enhance their
farm or buying new practices through the pervious earned
reward and coins. The need of other players to enhance their
character is a substitute to the farm cash, the farm game
purchased using the farm received coins or giving the gamer a
choice between spamming for their friend with Farmville
message request.
The last pillar allows the user to express the fun and efficiently
generate real capital from the game. Both the serious and casual
gamer players express their motivation through various forms,

such as show up on the social media platform (Piedtype, 2013).
Zynga game Farmville have varieties of way to express the
gamer motivation such as recognizing them in the social
networking platform as the best. Zynga game Farmville allows
the user to exchange the Farmville cash earn in the game with
the real-world currency to purchase the farming product to
improve the producers of the farm.
Both serious and casual game have a negative effect on society
regardless of the impact in improving learning skills to the
student and for reaction purposes (Bender, 2014). Most of the
gamer need the reason to play that reduces the family and friend
relationship since most of the time is spent playing social
games. The bonding that existed before starting to diminish the
moment one becomes additive to playing a video game or social
games (Albarrán-Torres, César, 2016). It also led to gambling,
cheating, and addiction that affect society negatively. Most of
the game include social casino application and digital media
practices that make most of the player develop a habit that
affects their normal business.
Conclusion
Serious and casual games have little or no clear difference
between them due to the contexture of the way they are
designed. Most of the games are formed with particular learning
objectives that player needs to achieve at the end of each level
or training. The gamer must have the capability of either
knowledge, problem solving, observation skills and attitude, or
all the skills to effectively participate in the game. Player
undergoes training or are provided with helping tips to improve
their character as the game continuouscontinues, that the
instructor may place to evaluate the skill and capabilities of the
user. Both serious and casual games are designed with three
specific motivators to the user, which include play, express, and
invest.

References
· Albarrán-Torres, César. (2016.) Social Casino Apps and
Digital Media Practices: New Paradigms of Consumption. In
Social, Casual and Mobile Games: The Changing Gaming
Landscape, Michele Willson and Tama Leaver (eds).
Bloomsbury, pp. 243-259.
· Balnaves, M., Willson, M. and Leaver, T. (2012). Entering
Farmville: Finding Value in Social Games, in Anyanwu C. and.
Green K. and Sykes J. (ed), Communicating Change and
Changing Communication in the 21st Century, Australian and
New Zealand Communication Association conference, July 4-6

2012
Eklund, L. (2016). Who are the Casual Gamers? Gender Tropes
and Tokenism in Game Culture. In Social, Casual and Mobile
Games: The Changing Gaming Landscape, Michele Willson and
Tama Leaver (eds). Bloomsbury, pp. 15-30.
· Bender, S. (2014). Blood Splats and Bodily Collapse:
Reported realism and the perception of violence in combat films
and video games, Projections 8(2), 1- 25
http://doi.org/10.3167/proj.2014.080202
· Crowe, N. and Watts, M. (2014). 'When I click "ok" I become
Sassy - I become a girl': Young people and gender identity:
subverting the 'body' in massively multi-player online role-
playing games. International Journal of Adolescence and Youth,
19(2), 217 - 231.
· Ferguson, C. J. (2018). It’s Time to End the Debate about
Video Games and Violence. Kotaku. Available from
https://www.kotaku.com.au/2018/04/its-time-to-end-the-debate-
about-games-and-violence/
· Gong, Huiwen, Robert Hassink, and Gunnar Maus. (2017).
What Does Pokemon Go Teach us About Geography?
Geographica Helvetica, 72(2), pp. 227-230.
· Habel, Chad and Ben Kooyman. (2013). Agency Mechanics:
Gameplay Design in Survival Horror Video Games. Digital
Creativity, 02 January 2014, 25(1), pp. 1-14.
· Henthorn, Jamie. (2016). Rewriting Neighbourhoods:
Zombies, Run! and the Runner as Rhetor. In Social, Casual and
Mobile Games: The Changing Gaming Landscape, Michele
Willson and Tama Leaver (eds). Bloomsbury, pp. 165-177.
· Monson, M. (2012). Race-based fantasy realm: Essentialism in
the World of Warcraft. Games and Culture 7(1), 48 - 71.
· Nelson, M. Keum, H. and Yaros, R. (2004). Advertainment or
adcreep: Game players' attitudes toward advertising and product
placement in computer games. Journal of Interactive
Advertising, 5(1), pp. 3-31
· Pearce, Celia. (2011). “Virtual Worlds, Play Ecosystems, and
the Ludisphere” in Communities of Play. MIT Press, pp. 17-35.

· Piedtype. (2013). “Grandma playing Ingress stopped by cops.”
Piedtype blog. Available from
http://piedtype.com/2013/06/29/grandma-playing-ingress-
stopped-by-cops/
· Seo, Yuri , and Jung, Sang-UkJung. (2016). Beyond Solitary
Play in Computer Games: The Social Practices of eSports.
Journal of Consumer Culture, November 2016, 16(3), pp. 635-
655.
1
Assignment 2
1
MITS5501 Software Quality, Change Management and Testing
Assignment 2: Case Study
Assignment Objectives
This assessment item relates to the unit learning outcomes as in
the unit descriptor. This
assessment is designed to improve student collaborative skills
in a team environment and to

give students experience in developing Quality Assurance
documents including the Quality
Plan, Test Plans and Test Cases using a simulated industry case
study.
Case Study Assignment - 25% (week 13)
In this assignment students will work in small groups (5
members) to provide an industrial
related understanding of components of the Quality Assurance
documents discussed in
lectures. Student groups should be formed by Session four. Each
group needs to complete the
group participation form attached to the end of this document.
With your team, you will need to:
• identify a person or manager within an IT
organisation/department that is willing to be
interviewed by your team;
• prepare a set of suitable interview questions, as per guide
following;
• organise and conduct the interview;
• submit an audio recording of interview, preferably as an mp3
file format;
• prepare a written report; and

• prepare and record a team presentation (maximum time of 10
minutes) of your
findings
The Interview and its preparation
Topics
The team interview will be focused on software quality
assurance, Software testing and
configuration management. The team will prepare a set of
questions on how each of the three
topics addressed The Software development companies. The
questions must cover but not
limited to the following subtopics
1. Quality Assurance Plan
2. Test Plan
3. Test cases
4. Test Effort Estimation
Assignment 2
2

Selecting an interviewee
The interviewee should be someone who works in an IT
industry, preferably software quality
assurance engineer, software tester, SW project manager, or a
developer.
Organising the interview
The team leader must ensure that only one member of your team
contacts the interviewee and
that a time and place for the interview is agreed to. Evidence of
this preparation will be given
in the written report for Part 1 Assessment (see details in the
following Marking Guide).
Ideally, you should try to interview the person in their
workplace. In preparation for the
interview, your team needs to meet (possibly electronically) to
discuss and prepare a list of
appropriate questions on above chosen topics.
In organising your interview with the interviewee, you should:
1. propose the topics for the interview
2. request an interview time of at least 30 minutes

3. negotiate a suitable time with the interviewee
4. obtain permission to record the interview
Conducting the interview
You should attempt to conduct the interview on strictly
professional lines. It is a useful
technique to switch off your mobile in front of the interviewee
as the interview starts, because
this sometimes prompts the interviewee to switch theirs off as
well. Remember to confirm that
the interview is able to be recorded, and commence the
recording.
Ensure that each member of your team has the opportunity to
ask the interviewee at least one
of the prepared questions. Keep to the allotted time, and do not
overrun.
Part 1: Written Report
Each team will submit one written report only for assessment.
The report will be a collation of
individual contributions of team members. It is expected that
each team member will make a
contribution to the report of between 350-400 words. The
maximum length of the report is

2000 words. The report should cover the interview preparation,
execution, and your own
reflection on the interview (compared to what you learned).
As part of the report, there should be a statement listing of the
contributions of each team
member as below:
Student Contribution
Student Name(s) /
Number(s):
%
Contribution
Description of the
contribution
No of hours worked for
this assessment

Assignment 2
3
All evidence of timesheet/ weekly meeting minutes and agendas
must be included in your
report as an appendix.
Part 2: Electronic Presentation
The presentation will have the following structure. It will:
• have a maximum duration of 10 minutes;
• adopt a consistent slide template;
• include slides incorporating (Max10 slides)
• an introduction to the presentation including title, team
members;
• background details of the person interviewed;
• listing of topics discussed
• information provided in the interview (one slide per topic);

• lessons learnt from conducting the interview;
• lessons learnt from working in a team.
Assessment Weighting: 25%
Due Date: Report - Week 13 Sunday, e-Presentation – During
Week 13 tutorial
This assessment consists of 2 parts as outlined below.
Part 1: 15 % Written report and audio record of interview (2
files: a word document
and an audio recording, preferably mp3 format).
+
Part 2: 10 % presentation
Please note that your Presentation require demonstration during
your tutorial
session in week 13.
Submission: For each team, there is ONE assignment
submission consisting of 3 files

submitted electronically. Each file should use the team number
as part of the filename.
Please zip your each part of your solutions before uploading.
Assignment 2
4
Group Participation Form This form is to be completed by the
group and returned to your tutor/lecturer
as soon as possible. We, the undersigned, agree to contribute
individually and as a team to complete
the Group Assignment for MITS5501 Software Quality, Change
Management and Testing in the time
specified. (It should be noted that failure to participate in a

group may result in a fail for the assignment
component of the subject.) Group membership:
ID Student Name(s) / Number(s): Group NO
Group No to be filled by The Lecturer
* All members in the team will receive the same mark for an
assignment, unless there are extenuating
circumstances whereby an individual’s mark has to be altered
by the tutor/lecturer, or if the peer group
assessment warrants it. ** Team members should contact their
tutor/lecturer immediately if problems
arise within the team that may cause completion of an
assignment to be severely delayed, or the
quality of the submission to be substantially lowered.

Assignment 2 1 MITS5501 Software Quality, Chan.docx

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