Software Engineering Course Research Articles

Construction of the Curriculum System of Software Engineering Based on the Agile Development Method

Under the background of “new engineering” construction, software engineering teaching pays more attention to cultivating students’ engineering practice and innovation ability. In view of the inconsistency between development and demand design, team division of labor, difficult measurement of individual contribution, single assessment method, and other problems in traditional practice teaching, this paper proposes that under the guidance of agile development methods, software engineering courses should adopt Scrum framework to organize course project practice, use agile collaboration platform to implement individual work, follow up experiment progress, and ensure effective project advancement. The statistical data of curriculum “diversity” assessment show that there is an obvious improvement effect on students’ software engineering ability and quality.

Gamification Powered by a Large Language Model to Enhance Flipped Classroom Learning in Undergraduate Computer Science

The flipped classroom in computer science has become a popular pedagogy where students complete preparatory reading and videos before class, leaving class time for hands-on practice. In theory, students come to class predisposed with knowledge to complete programming tasks, quizzes, and homework assignments. However, if students do not complete or do not fully understand the preparatory material, those students will not be equipped for class and may also be embarrassed to ask questions during class. In this study, we created a gamified quiz that is powered by a Large Language Model (LLM) that loads in questions from the flipped content transcripts. The game offers students a fun assessment after completing the flipped content that will both motivate them and prepare them for class. The game also provides an anonymous way for students to ask questions as they progress through the game content. Those questions can then be analysed by the instructor and reviewed in class. The study compares in-class quiz scores of a control group versus a group that had access to the gamified quiz in an undergraduate software engineering course over three consecutive course modules. The results obtained from both quantitative and qualitative data are promising, showing an increase in student in-class quiz scores along with positive student engagement with the gamified quiz. Students also reported that the game made them more comfortable with asking questions. Future work would extend this research to more students and over a longer period. The LLM and gamification also have much potential, where games can be created dynamically and be customized and personalized for each student's needs. This work shows an exciting gap in research that could lead to gamified experiences for students in the flipped model that are both relevant and personalized with the use of a LLM, offering the students the greatest chance for success.

Establishing Metrics to Encourage Broader Use of Atomic Requirements - A Call for Exchange and Experimentation

There are seemingly many advantages to being able to identify, document, test, and trace single or "atomic" requirements during system development and maintenance. Ongoing work with Agile development has focused on "user stories" that can capture individual features for implementation. However, it is still difficult to evaluate the quality of such requirements and teaching their creation is difficult. Based on a working definition of atomic requirement, this paper proposes a set of metrics for their evaluation. Ten metrics designed to measure atomic requirements are presented here: five used on individual requirements statements and five applied to a requirements document or set of requirement statements. Example metrics for individual requirements include Requirement Atomic Completeness and Requirement Atomic Verifiability. Requirement Traceability is a proposed metric for a set of atomic requirements (such as a traditional requirements specification document.) Further work is needed to make the suggested metrics more consistent and precise, including exploring the use of tools that may automate some of the measures. However, a first step is to refine the metrics themselves and ensure they adequately measure atomic requirement quality. Hence this note shares the proposed metrics to encourage discussion and to recommend experimentation. The author is applying the metrics in software engineering courses doing team software development. The goal is the eventual acceptance of a set of requirements metrics specifically designed to evaluate atomic requirements. Better metric definitions may lead to wider utilization of atomic requirements and improved requirements engineering in general.

Metric cake shop: A serious game for supporting education on ISO/IEC/IEEE 15939:2017 – Systems and software engineering – Measurement process in the context of an undergraduate software engineering course

The educational use of serious games has increased in recent years and their pedagogical benefits have been widely documented, especially for teaching specialized knowledge on Software Engineering at undergraduate level. The results achieved by several studies in this area show that it has been possible to increase the student interest and motivation in learning complex topics that tend to be difficult to understand when knowledge is imparted through traditional lectures, as is the case with software process standards. In this regard, the ISO/IEC/IEEE 15939:2017 standard describes a software measurement process, one of the main topics that must be addressed in any curriculum for undergraduate degree programs in Software Engineering. However, despite their relevance in industry, many students are leaving university without basic software measurement skills. With the aim of identifying serious games for teaching the software measurement process at undergraduate level, a Systematic Literature Review was conducted in order to collect, classify and analyze information which enabled the authors of this study to propose a serious game that improves the understanding and education on the ISO/IEC/IEEE 15939:2017 standard. The results from an empirical evaluation involving Computer Science undergraduates provided evidence that positive learning experiences occurred when playing the created serious game.

The impact of GitHub on students' learning and engagement in a software engineering course

AbstractGitHub, a widely used software development platform, facilitates organization of projects and collaboration. Its popularity extends to students who use it to host code and create open repositories for class projects. However, despite its potential benefits, the use of GitHub in education has often been unplanned and lacked structure. Consequently, the effectiveness of GitHub in improving student learning and project development skills remains unclear. This study explores the impact of using GitHub as a tool in a software engineering course on students' skill sets and perspectives. We present the results of an experiment conducted with 319 undergraduate students to assess whether using GitHub improves their engagement in teamwork and subsequently enhances learning. The study conducted pre‐ and postsurveys to capture students' perspectives and experiences. Additionally, we analyzed the number of commits, pull requests (PRs), and issues from group repositories to assess learning outcomes. Our findings revealed that most students had limited knowledge of collaborative development and teamwork before using GitHub in the course. However, after using GitHub, they demonstrated effective use of teamwork skills and collaborative development, resulting in significant improvements in their overall learning.

Analysis and Design of Responsive Web-Based Learning Media Equipped with Pomodoro Feature in the Course of Software Engineering

The development of information and communication technology has brought about changes in the field of education, one of which is the emergence of web-based learning. Based on preliminary observation data collected through questionnaires, students still expressed uncertainty about their understanding of software engineering (SE) materials. The current learning media for SE include PowerPoint (PPT), e-modules, and instructional videos, which students find less engaging and challenging to comprehend. Additionally, students face distractions like games and social media, leading to difficulty maintaining focus while studying. The objectives of this research are (1) to analyze user and system needs and (2) to design web-based responsive learning media for the software engineering course, equipped with a Pomodoro feature. The research method used is research and development (R&D) with the 4D Thiagarajan development model, consisting of four stages: define, design, develop, and disseminate. However, only the definition and design stages were carried out due to research limitations. The presentation of data analysis results involves (1) needs analysis, which includes frontend analysis, learner analysis, task analysis, concept analysis, and specifying instructional objectives; (2) system design, which includes context diagrams and data flow diagrams; (3) database design, which includes Entity Relationship Diagram (ERD) and database file structure; (4) initial design in the form of a prototype; (5) technology design for development and implementation; and (6) instructional media testing design

Exploration of Case Teaching Mode in Software Engineering Course

Software engineering is a highly practical core course in computer related majors. The traditional teaching model focuses on teaching theoretical knowledge, while the case teaching model introduces practical cases and drives teaching activities with actual project cases, combining practice with theory to cultivate students' practical and problem-solving abilities. The paper analyzes the background and necessity of teaching reform in software engineering courses, and designs a software engineering case teaching mode, and provides practical suggestions. This teaching mode helps to enhance students' interest and understanding of the knowledge they have learned, cultivate their innovative thinking and comprehensive qualities.

Integrating Usability into Software Engineering Course Projects

This study presents a case study of the integration of usability evaluation into the development of task based information system prototypes in undergraduate software engineering course projects within a problem-based learning (PBL) approach. As part of the course, usability evaluation was integrated into the software development process, and the usability evaluation performance (UEP) of the projects was assessed in terms of the following criteria: effectiveness, efficiency and problem validity. It also analyzed the problem solution rate of the projects and their correlation between UEP criteria. Additionally, the study in-depth analyzed the students' final conclusions regarding the design process. The relationship between UEP criteria and the problem solving rate was examined using Spearman correlation analysis. In addition, final conclusions and problem solving behaviors were analyzed through document and thematic analysis techniques. The results supported that there is a significant correlation between usability evaluation criteria and problem solving rate. The main themes that emerged regarding usability problem solving behaviors were navigation design, error handling, database connection, algorithm design, search matching, system-user communication design and others. Final conclusions showed that project teams gained valuable insights into user-centered design, solved critical usability problems and improved their prototype design. It can be concluded that the integration of usability into software engineering education using the above approach contributes to students' understanding of user-centered interaction design.

Microlearning strategy in the promotion of motivation and learning outcomes in software project management

AbstractIn this research, a microlearning strategy for Software Engineering supported by a mobile application was designed and implemented. The goal is to evaluate the motivation and learning outcomes in the specific context of Software Project Management, with the Scrum framework, in participants of a Software Engineering course at a Latin American higher education institution. An empirical investigation was conducted using a quantitative approach, a quasi‐experimental design, and pretest–posttest measurements without a control group. A one‐sample t‐test for comparison of the means of a sample was used. Statistically significant differences were found between the theoretical and empirical mean of the variable motivation to learn in the specific context and the variable Stimulus for learning after interacting with the mobile application. The means were higher than the theoretical average of the scale, which suggests that the participants valued the mobile application positively. Regarding the learning outcomes of the Scrum framework, a paired sample t‐test for comparison of means revealed an increase in posttest scores, although this rise was not statistically significant. Microlearning can increase the participants' motivation and promote learning in the specific context of Software Project Management. The mobile application has the potential to support microlearning since the participants felt highly motivated and agreed that its use facilitates learning, a key aspect of success in a microlearning strategy.

Delivering computing module for the large part-time software development class from pre- to post-pandemic: An online learning experience

IntroductionCovid-19 pandemic brought dramatic changes to higher education settings, particularly for curriculum delivery, moving quickly to online learning. This paper discusses teaching experience covering practices of technology-enhanced learning for the MSc Computing Foundations module (20 CATS) for a large class studying part-time Software Engineering course at the School of Electronics, Electrical Engineering and Computer Science (EEECS), Queen's University Belfast (QUB) during 2019–2022 academic years. We compare on-campus learning with the abrupt shift to online learning during the pandemic and with sustainable online learning a year later. The objective of this study is to answer how part-time software development students perceived their technology-enhanced learning experience from pre- to post-pandemic and to evaluate the impact of the shift to online learning for the part-time class MethodsThis study is based on data collected during 2019/2020, 2020/2021, 2021/2022 academic years. Methodology types employed in this study include online observation with statistics collected from the virtual learning environment (VLE) Canvas, quantitative analysis, individual student surveys on teaching techniques and module content ResultsThis study provided an effective online teaching method for Computer Foundation module, reviewing the impact of different curriculum items and online educational activities starting with content delivery – both synchronous and asynchronous – and moving on to VLE Canvas discussion forums, ungraded formative quizzes, in-term formative assessment in the form of mock exam and, finally, to online summative assessment delivered on VLE Canvas. We investigate positive and negative aspects of technology-enhanced learning from pre- to post-pandemic according to part-time adult students studying the MSc software development program and focus on how this effective learning environment contributes to education practice with a view what developments are worth retaining post-pandemic and what did not work well. Analysis of the data from individual student surveys on teaching techniques and module content for the Computing Foundations module allowed us to conclude that students perceived very positive their technology-enhanced learning experience after shifting to online learning. We also found out that сhanging the module delivery format (from face-to-face to online) did not affect the results of the students’ performance. Conclusion and implicationsAdaptation of the MSc Computing Foundation module to a new model of distance learning has proved to be successful, so we can conclude that this delivery format is appropriate for this target audience. This study explored the effectiveness of the pedagogical approach while also gaining valuable insights into the software development student experience of learning in the VLE. The findings from this study may contribute to developing effective teaching practices in software engineering education and adult learning, and improve the preparation of future software professionals in the IT industry.

Research on the Application of Project Teaching Method in the New Model of Software Engineering Course

Software engineering course is one of the core courses of computer science. The students trained in the current teaching mode can no longer meet the market demand for high-technology talents. Based on this, the research attempts to optimize the traditional software engineering teaching mode by using the project teaching method (PTM). According to the basic concept of PTM and course characteristics, the reform path of PTM in software engineering course is explored in the experiment. Then in the experiment, the indicators that affect teaching reform effect is selected and a evaluation model is built. And GA-BP algorithm is used to evaluate the effect of the evaluation model. To verify the performance of the built model and the final evaluation effect, the research results are tested from the fitness of the algorithm, error performance, prediction in the data set and other aspects. GA-BP algorithm converged when it iterated to the 18th generation, and the final fitness value was 0.61. The average error square value of GA-BP was 0.35 and the minimum error square sum of GA-BP was 0.48. Its prediction accuracy in test set and training set was 93.4% and 94.1% respectively. The maximum prediction error in the training sample was only 0.015, and the performance of the above data was better than the other three algorithms. To sum up, applying PTM to software engineering curriculum reform can achieve better teaching results.

Ubiquitous Teaching Design and Implementation of Open Education based on OMO model: A Case Study of Software Engineering Course

Ubiquitous Teaching Design and Implementation of Open Education based on OMO model: A Case Study of Software Engineering Course

软件工程“361”课程思政育人探讨

软件工程“361”课程思政育人探讨

Exploring the Teaching Reform of Computer Software Engineering Specialized Courses in Colleges and Universities under the Background of New Engineering Sciences

Abstract The issue of teaching quality in colleges and universities has received widespread attention, and teaching reform using information technology has become a way to improve the quality of university teaching. In this paper, an improvement method is proposed that combines the CBE competency education assessment model and improved C-ADDIE to create a teaching reform model for software engineering courses. After quantitatively assessing students’ professional competence using the IAHP-BP model, students with different competencies are divided by clustering and grouping to analyze the professional competence of software engineering students in terms of the whole and specialty. The professional competence score of the reformed students is 82.103 for the A class students, and the worse performing B class students, the professional competence score is only 72.639, and the gap between the two classes is close to 10 points. After the education of competency assessment with the model proposed in this paper, the student’s professional performance was improved with 11 points in the high score band, and the number of low score bands was gradually reduced. The model developed by the research is a valuable resource for computer software engineering students.

Active Blended Learning Model for Teaching IoT Application Development Course: A Case Study

Abstract—Traditional University learning approaches in Software Engineering, focusing on students listening to lecturers, then individually performing tasks is an isolating experience, a long way from the inherently collaborative approach in the workforce. Active learning focuses on student-centered learning in a much more authentic experience. This paper focuses on experiences in developing a course in the transnational education context involving a partnership between Indian and Australian universities. It highlights the design of a technical Software Engineering course for Internet of Things (IoT) application development with blended and active learning strategies and focuses on insights gained from implementing this curriculum for two different cohorts at an Indian university. Keywords—Active Learning, Blended Learning, IoT, Student Engagement, Embedded System, Software Engineering.

Modular Design of Teaching Cases: Reducing Workload While Maximizing Reusability

Many software development courses rely heavily on a project-based learning component to provide hands-on experience with the majority of the course objectives. Courses such as systems analysis and design, database design, software engineering, and capstone software development courses often incorporate some form of case-based project that is much more extensive and integrated than are focused exercises over individual topics. To be truly educational, case studies can require a significant investment in time and effort on the part of the instructor, an investment that seldom carries over into future academic sessions. This paper presents a modular case study development concept for better managing the development of case studies and achieving project extensibility through reusable case study modules, while at the same time helping to reduce instructor workload and solution reuse by students.

A Data-Driven Approach to Team Formation in Software Engineering Based on Personality Traits

Collaboration among individuals with diverse skills and personalities is crucial to producing high-quality software. The success of any software project depends on the team’s cohesive functionality and mutual complementation. This study introduces a data-centric methodology for forming Software Engineering (SE) teams centred around personality traits. Our study analysed data from an SE course where 157 students in 31 teams worked through four project phases and were evaluated based on deliverables and instructor feedback. Using the Five-Factor Model (FFM) and a variety of statistical tests, we determined that teams with higher levels of extraversion and conscientiousness, and lower neuroticism, consistently performed better. We examined team members’ interactions and developed a predictive model using extreme gradient boosting. The model achieved a 74% accuracy rate in predicting inter-member satisfaction rankings. Through graphical explainability, the model underscored incompatibilities among members, notably those with differing levels of extraversion. Based on our findings, we introduce a team formation algorithm using Simulated Annealing (SA) built upon the insights derived from our predictive model and additional heuristics.

Integrated Learning Model: A Blend of Project-Based Approach and SDLC Concepts for Software Engineering Courses, Evaluated through EUCS

Online learning and face-to-face learning are two examples of current learning models. Online learning has the advantage of time and place flexibility as it can be conducted remotely. Meanwhile, face-to-face learning excels in the teacher-student relationship as they can meet in person. However, particularly in online learning, not all subjects can be taught optimally, such as practical courses. Blended learning is one solution for a combined learning model that can leverage both online and face-to-face learning. One of the most challenging subjects in online learning is software engineering, which requires practical exercises to write application code. There are various types of blended learning models, but we propose a blended learning model specifically based on the Software Development Lifecycle (SDLC) pattern in software engineering course materials. We do this to maximize the learning process. We also integrate blended learning with a project-based concept, as this course is well-suited for project-based learning. In evaluating this model, we analyze the satisfaction level using the end-user computing satisfaction method. The sample consists of 60 students from the Computer Science program, selected using accidental sampling. The data analysis and processing methods employed in this study include t-tests, F-tests, and multiple linear regression. The research yields a satisfaction level of 71%. The results of hypothesis testing also show that the variables Ease of Use and Timeliness have a significant positive partial impact on student satisfaction.

Remolding Software Engineering Course Based on Engineering Education Concepts

The core of the engineering education concepts is student-centered teaching, result-oriented teaching, and continuous improvement. It is necessary to carry out course remolding of software engineering course guided by engineering education concepts. This paper first analyzes the pain points of teaching the course of software engineering, and then introduces how to remold the course based on engineering education concepts, including reformulating the teaching objectives, teaching modes, and assessment methods. Through teaching practice, we find that the improved course has achieved a better teaching result, which reflects the advantages of the engineering education concepts.

Development of Microlearning Content for Software Engineering Courses by Using ADDIE Model

This research aims to: (1) Develop an e-learning design model based on micro-learning content, (2) Analyze the validity of the developed micro-learning content-based e-learning design model, (3) Analyze the practicality of the microlearning content-based e-learning design model for Engineering courses Software, (4) Analyzing the effectiveness of e-learning design models based on microlearning content for Software Engineering courses. This type of research is Research and development (R&D) with the Analysis, Design, Development, Implementation, Evaluation (ADDIE) development model. Data collection techniques used questionnaires and tests. The data analysis technique used qualitative descriptive statistical analysis. The resulting product was validated by model experts, material experts and media experts, while the trials carried out were small group trials and expanded trials. The results of the research are: (1) producing an e-Learning Design Development Model based on Microlearning Content and model supporting products with research and development stages consisting of 5 stages, namely Analysis, Design, Development, Implementation. and Evaluation which are divided into 3 major stages, namely a) Microlearning Modeling; b) Microlearning Development; c) Microlearning Implementation, (2) The results of assessing the validity of model and model product by experts respectively produced an average score of 87.1% and 84.5%, both of which were categorized as very feasible or valid, in order that the model product is suitable for testing in field, (3) The results of the practicality test of the model from student and lecturer respondents respectively obtained an average score of 87.5% and 87.2%, both of which were categorized as very good or very practical, (4) The model was declared effective based on the results of the score calculation N-Gain is based on student pre-test and post-test scores. The N-Gain score obtained was more than 76% or categorized as effective. This showed an increase in students' abilities before and after using the model for the Software Engineering course.