Abstract
Nowadays, few professionals understand the techniques and testing criteria to systematize the software testing activity in the software industry. Towards shedding some light on such problems and promoting software testing, professors in the area have established Massive Open Online Courses as educational initiatives. However, the main limitation is the professor’s lack of supervision of students. A conversation agent called TOB-STT has been defined in trying to avoid the problem. A previous study introduced TOB-STT; however, it did not analyze its efficacy. This article addresses a controlled experiment that analyzed its efficacy and revealed it was not expressive in its current version. Therefore, we conducted an in-depth analysis to find what caused this result and provided a detailed discussion. The findings contribute to the TOB-STT since the experimental results show that improvements need to be made in the conversational agent before we use it in Massive Open Online Courses.
Highlights
Software testing aims to offer software quality based on identifying defects that persist in the software under test (Myers et al, 2011)
The importance of software testing has been recognized by a significant part of the software engineering community, it is commonly overlooked by computing curricula (Fraser et al, 2018)
These results were obtained through the experimental study execution on TOB-STT conversational agent and relating them to the findings of other researchers in the area to glimpse a possible explanation to the results obtained
Summary
Software testing aims to offer software quality based on identifying defects that persist in the software under test (Myers et al, 2011) Such defects can be costly for an organization since they cause unwanted effects (e.g., security breaches, loss of data and information, damage to the environment, financial losses, among others (Tan, 2016; Zhivich and Cunningham, 2009)) for both the organizations that develop them and those that maintain the software, and can be avoided by the test activity. The attention given by ACM (ACM, 2016) and IEEE-CS (IEEE, 2013) reference curricula has shown it is generally included as a unit among the various topics of a software engineering course (Benitti, 2018), causing more complete test approaches are to be no longer taught (Paschoal and Souza, 2018). Software testing learning requires more practice than is commonly addressed (Fraser et al, 2018)
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