Agile methods, and Scrum in particular, are widely taught in software engineering education; however, there is limited empirical evidence on how these practices function in long-running, student-led projects under academic and hybrid work constraints. This paper presents a year-long case study of an eight-person student development team tasked with designing and implementing a virtual reality game that simulates a university campus and provides program-related educational content. We analyze how the team adapted Scrum practices (sprint structure, roles, backlog management) to fit semester rhythms, exams, travel, and part-time availability, and how communication and coordination were maintained in a hybrid on-site/remote environment. Using qualitative observations and artifacts from Discord, Notion, and GitHub, as well as contribution metrics and a custom communication effectiveness index (score: 0.76/1.00), we evaluate three dimensions: (1) the effectiveness of collaboration tools, (2) the impact of hybrid work on communication and productivity, and (3) the feasibility of aligning Scrum with academic timelines. Our findings show that (i) lightweight, tool-mediated coordination enabled stable progress even during remote periods; (ii) one-week sprints and flexible ceremonies helped reconcile Scrum with academic obligations; and (iii) shared motivation, role clarity, and compatible working styles were as critical as process mechanics. We propose practical recommendations for instructors and student teams adopting agile methods in hybrid, project-based learning settings.

翻译：敏捷方法，特别是Scrum，在软件工程教育中被广泛传授；然而，关于这些实践在学术与混合工作约束下、由学生主导的长期项目中如何运作，目前缺乏实证证据。本文通过一项为期一年的案例研究，对一个八人学生开发团队进行了分析，该团队的任务是设计与实现一款模拟大学校园并提供专业相关教育内容的虚拟现实游戏。我们研究了该团队如何调整Scrum实践（冲刺结构、角色、待办事项管理）以适应学期节奏、考试、旅行和兼职时间安排，以及如何在一个混合现场/远程环境中维持沟通与协调。通过使用来自Discord、Notion和GitHub的定性观察记录与工作产物，以及贡献度指标和定制的沟通效能指数（得分：0.76/1.00），我们从三个维度进行了评估：（1）协作工具的有效性；（2）混合工作模式对沟通与生产力的影响；（3）将Scrum与学术时间线对齐的可行性。我们的研究结果表明：（i）轻量级、工具中介的协调机制即使在远程阶段也能保障稳定进展；（ii）为期一周的冲刺和灵活的仪式有助于协调Scrum与学术任务；（iii）共同的动机、明确的角色分工以及兼容的工作方式与流程机制同等重要。我们为在混合式、基于项目的学习环境中采用敏捷方法的教师和学生团队提出了实用建议。