2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)最新文献_第2页

Cooperative Thinking: Analyzing a new framework for software engineering education (Extended abstract) 合作思维:分析软件工程教育的新框架(扩展摘要)

2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T) Pub Date : 2023-08-01 DOI: 10.1109/CSEET58097.2023.00025

P. Ciancarini, Daniel Russo, Marcello Missiroli

引用次数: 0

Learning Software Project Management by Simulation – Experience and Recommendations from 20 Years of Teaching 通过模拟学习软件项目管理——20年教学的经验与建议

2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T) Pub Date : 2023-08-01 DOI: 10.1109/CSEET58097.2023.00019

A. Bollin

{"title":"Learning Software Project Management by Simulation – Experience and Recommendations from 20 Years of Teaching","authors":"A. Bollin","doi":"10.1109/CSEET58097.2023.00019","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00019","url":null,"abstract":"Learning software project management skills can be supported in various of ways. In particular, using business games or simulators represents added value in the classroom but also has some drawbacks and should be supported by an adequate didactic concept. This paper summarizes extensive data collected over nearly two decades from the AMEISE simulation environment used in European universities. It focuses on the output of simulation runs and aims to achieve three objectives: first, reporting on the setting, secondly, sharing lessons learned; and, finally, providing 34 recommendations for educational and training contexts. The paper starts by describing the simulation environment and its use in the lectures over the past 20 years; then, it presents an analysis of qualitative data collected, showing that, according to students, the simulation is one of the best parts of a course. Following the structure of a typical didactic handout, challenges in preparation and implementation, as well as external factors influencing the quality of teaching, are then highlighted, and approaches to solutions or improvements are systematically derived. Most of the recommendations in this paper also apply to courses without simulators, which can improve software engineering education in the long term.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131093570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Workshop on Bad Practice Smells in Novice Software Engineering Education 新手软件工程教育中的不良实践气味研讨会

2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T) Pub Date : 2023-08-01 DOI: 10.1109/cseet58097.2023.00049

Daniel Port, R. Kazman

引用次数: 0

Calibrated Peer Reviews in Software Engineering Instruction: Experiences and Application 软件工程教学中的校准同行评审:经验与应用

2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T) Pub Date : 2023-08-01 DOI: 10.1109/CSEET58097.2023.00016

B. Tenbergen, Marian Daun

{"title":"Calibrated Peer Reviews in Software Engineering Instruction: Experiences and Application","authors":"B. Tenbergen, Marian Daun","doi":"10.1109/CSEET58097.2023.00016","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00016","url":null,"abstract":"One of the key aspects of software engineering is to ensure the developed software meets stakeholder expectations in terms of functional requirements as well as the apparent quality. But achieving high software quality is not just a question of conducting thorough requirements engineering and quality assurance, it is also a question of doing so meticulously and with the necessary level of attention to detail. Yet, software engineering education is mostly concerned with instructing technical knowledge (e.g., unit testing) and organizational soft skills (e.g., working in teams). Teaching the learner proper appreciation of quality, not just in terms of executing techniques, but also in terms of alternative solutions, design trade-offs, advantages, and limitations of engineering decisions is rarely an explicit learning outcome in specialized software engineering courses. We therefore propose the systematic application of calibrated peer reviews as a mechanism to expose the learner to as many different solutions as possible during skill-based knowledge acquisition. In this paper, we discuss in detail the application of calibrated peer reviews in a requirements engineering course and in a quality assurance course. Application results show that using calibrated peer reviews during skill acquisition (i.e., homework assignments) positively affects students’ ability to apply theory and skills in both specification and quality assurance tasks. Our results show further that while calibrated peer reviews have a positive significant effect to apply and retain course theory, the effect on their ability to produce high quality engineering documents is marginally positive and limited to specification tasks.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129974751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Proposal of a Support System for Visualization of Acquired Skills Using iCD in Project-Based Learning for Software Development and How to Acquire its Data 基于项目的软件开发学习中基于iCD的技能可视化支持系统的提出及其数据获取方法

2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T) Pub Date : 2023-08-01 DOI: 10.1109/CSEET58097.2023.00038

Hane Kondo, Hiroaki Hashiura, A. Hazeyama

引用次数: 0

Developing a Data Science Course to Support Software Engineering Students 开发数据科学课程以支持软件工程专业的学生

2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T) Pub Date : 2023-08-01 DOI: 10.1109/CSEET58097.2023.00027

R. Acuña

引用次数: 0

Advancing Object-Oriented Model-Driven Software Engineering Pedagogy 推进面向对象模型驱动的软件工程教学法

2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T) Pub Date : 2023-08-01 DOI: 10.1109/CSEET58097.2023.00015

Emanuel S. Grant

引用次数: 0

How are Smart Phones Used by Students in Higher Education? Exploring the Intersection of Digital Learning Activities and Personal Technology 高等教育学生如何使用智能手机?探索数位学习活动与个人科技的交集

2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T) Pub Date : 2023-08-01 DOI: 10.1109/CSEET58097.2023.00022

R. Elliott

{"title":"How are Smart Phones Used by Students in Higher Education? Exploring the Intersection of Digital Learning Activities and Personal Technology","authors":"R. Elliott","doi":"10.1109/CSEET58097.2023.00022","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00022","url":null,"abstract":"Students in higher education face a de facto expectation that they will supply the personal technology required to participate in learning activities. Although traditional computing devices are most commonly used for academic work, students report significant engagement in their studies via their mobile devices. Understanding the intersection of student behavior and the technology students choose to use could allow instructors and instructional designers to develop digital learning materials that meet students’ expectations. This study examines computer-based learning activities through the lens of several theoretical frameworks to analyze and quantify the types of academic work students are most likely to – and would like to be able to – perform on their smart phones. The results show that most students perform at least some academic tasks on their smart phones but are highly selective about which tasks they choose to carry out. However, it is demonstrated that younger students and students with higher levels of financial need are more dependent on their smart phones and use them to perform a much wider range of learning activities.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130432697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Experiences and Lessons Learned from Real-World Projects in Software Engineering Subject 软件工程学科中实际项目的经验和教训

2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T) Pub Date : 2023-08-01 DOI: 10.1109/CSEET58097.2023.00036

Yan Hern Ryan Sim, Z. Lua, Kahbelan Kalisalvam Kelaver, Jia Qi Chua, I. Lim, Qi Cao, S. Keoh, Lily Lim

{"title":"Experiences and Lessons Learned from Real-World Projects in Software Engineering Subject","authors":"Yan Hern Ryan Sim, Z. Lua, Kahbelan Kalisalvam Kelaver, Jia Qi Chua, I. Lim, Qi Cao, S. Keoh, Lily Lim","doi":"10.1109/CSEET58097.2023.00036","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00036","url":null,"abstract":"Teamwork in software development life cycle (SDLC) and Software Engineering (SE) is a cooperative process that all Computing Science (CS) undergraduates need to undergo. It is a critical skill for the industry and is usually trained through group projects in Higher Education. Due to the nature of software development, most software projects involve collaborative efforts of a group of developers. Although teamwork has been studied in many prior works, it is still considered as a dynamic element in SDLC. As the level of complexity, type of deliverables and range of stakeholders in software projects can vary widely, prior experience cannot be applied directly to new projects. The current implementation of SE education in the Professional Software Development (PSD) and Team Project (TP) subjects contains elements to promote teamwork. Students are required to work in groups on real-world problems. This paper examines the current teamwork simulating real-world software projects through an evaluation with the existing and previous cohorts of students, who have experienced the PSD and TP subjects. Several improvements are then proposed by this study. Based on the results, the majority of the respondents agree that our proposed methods such as self-selection of groups, pair programming, and prototyping model will bring about improved teamwork in their group projects.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115087449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preliminary Study on the Reproducibility of Fix Templates in Static Analysis Tool 静态分析工具中固定模板重现性的初步研究

2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T) Pub Date : 2023-08-01 DOI: 10.1109/CSEET58097.2023.00041

Sohyun Kim, Youngkyoung Kim, Eunseok Lee

{"title":"Preliminary Study on the Reproducibility of Fix Templates in Static Analysis Tool","authors":"Sohyun Kim, Youngkyoung Kim, Eunseok Lee","doi":"10.1109/CSEET58097.2023.00041","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00041","url":null,"abstract":"Automated Program Repair (APR) automatically generates patches for identified defects. As a result, APR can encourage novice students to learn coding by providing appropriate patches. Since students have their coding conventions, we should be able to deal with many types of defects. Existing studies have used predefined RuleId-driven templates to automatically fix defects in Static Analysis Tools(SATs). However, the community periodically adds, deletes, or changes SAT’s RuleIds. This is difficult for existing RuleId-based templates to reflect those changes immediately. Existing studies only cover about 10 RuleIds, making it difficult to address all defects faced by all students. Therefore, it is necessary to establish appropriate criteria for classifying templates. The SAT has a predefined format for how Error Messages are written, and since Error Messages contain fixing actions, defects with similar Error Messages tend to have similar fixing actions. These characteristics of the Error Message are suitable for reproducible template classification criteria. Our preliminary study demonstrated that by classifying patterns based on Error Messages, we could effectively address various defects, including those in different programming languages, using a single template. This means that if a newly added RuleId corresponds to an Error Message format already in the predefined Error Message-based template, it can be modified without additional effort. We plan to construct reproducible templates for each Error Message and provide ongoing patching of defects to students.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115564995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0