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 ($Δ= +1.33$) and Negotiation ($Δ= +1.13$). 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.

翻译：需求获取是软件工程中沟通最为密集的活动之一，但在本科课程中却很少得到明确的关注。本文介绍了一个软件工程导论课程的案例研究：在该课程中，20个学生团队将需求获取实践应用到他们在先前编程课程中构建的基于Java的2D游戏中，并邀请了18名校园博士及博士后研究员作为真实客户。该活动分为四个阶段——准备、客户会议、需求细化及原型冲刺，共产生203个已获取需求，SRS文档的平均质量得分为$6.79 \pm 1.08$（满分10分），原型演示得分为$7.21 \pm 1.15$。前后自我评估调查显示，所有八个软技能维度均有统计显著性提升，其中利益相关者同理心（差值= +1.33）和谈判能力（差值= +1.13）的提升最为显著。对反思报告的主题分析揭示了四个主导学习主题，其中客户意愿与技术可行性之间的张力被认为是最具职业相关性的体验。我们的研究结果表明，将需求获取实践锚定在学生自主开发的工件上，能够在提升真实性的同时降低认知障碍，并且校园研究人员可成为缺乏成熟行业合作项目院校的易接触且有效的代理客户。