Scrum is one of the most used frameworks for agile software development because of its potential improvements in productivity, quality, and client satisfaction. Academia has also focussed on teaching Scrum practices to prepare students to face common software engineering challenges and facilitate their insertion in professional contexts. Furthermore, advances in learning technologies currently offer many virtual learning environments to enhance learning in many ways. Their capability to consider the individual learner preferences has led a shift to more personalised training approaches, requiring that the environments adapt themselves to the learner. We propose an adaptive approach for training developers in Scrum, including an adaptive virtual learning environment based on Felder's learning style theory. Although still preliminary, our findings show that students who used the environment and received instruction matching their preferences obtained sightly higher learning gains than students who received a different instruction than the one they preferred. We also noticed less variability in the learning gains of students who received instruction matching their preferences. The relevance of this work goes beyond the impact on learning gains since it describes how adaptive virtual learning environments can be used in the domain of Software Engineering.

翻译：Scrum是灵活软件开发的最常用框架之一,因为它有可能提高生产率、质量和客户满意度。学术界还侧重于教授Scrum做法,使学生能够面对共同的软件工程挑战,并帮助他们融入专业环境。此外,学习技术的进步目前提供了许多虚拟学习环境,以多种方式促进学习。他们考虑个人学习者偏好的能力导致转向更个性化的培训方法,要求环境适应学习者。我们建议对Scrum培训开发者采取适应性办法,包括基于Felder学习风格理论的适应性虚拟学习环境。虽然我们的调查结果仍然初步显示,使用环境并接受教育的学生比接受不同于他们喜欢的教学的学生获得了明显较高的学习收益。我们也注意到,接受教育的学生的学习收益与其偏好相比,差异较小。这项工作的相关性超出了对学习收益的影响,因为它描述了如何在软件工程领域使用适应性虚拟学习环境。