This paper describes an empirical study where the focus was on discovering differences and similarities in students working\r\non development of social applications versus students working on development of games using the same Android development\r\nplatform. In 2010-2011, students attending the software architecture course at theNorwegian University of Science and Technology\r\n(NTNU) could choose between four types of projects. Independently of the chosen type of project, all students had to go through\r\nthe same phases, produce the same documents based on the same templates, and follow exactly the same process. This study\r\nfocuses on one of projectsââ?¬â?Android project, to see how much the application domain affects the course project independently\r\nof the chosen technology. Our results revealed some positive effects for the students doing game development compared to social\r\napplication development to learn software architecture, like motivated to work with games, a better focus on quality attributes\r\nsuch as modifiability and testability during the development, production of software architectures of higher complexity, and more\r\nproductive coding working for the project. However, we did not find significant differences in awarded grade between students\r\nchoosing the two different domains.
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