Software Engineering Education Research Articles

Enhancing Automated Peer Code Reviews in Software Engineering Education with Context-Aware Generative AI

This study investigates the enhancement of peer code reviews in software engineering education through the integration of Generative Artificial Intelligence (GenAI) with contextual awareness. Previous implementations of GenAI, such as ChatGPT, lacked detailed context about the educational content and assessment goals, limiting their effectiveness. Our work-in-progress research addresses this gap by providing GenAI with additional static and dynamic contextual information, including project overviews, pull-request descriptions, and comments. In a controlled study involving 26 students from a 12-week software engineering course, we compared the efficacy of the original GenAI system with a context-enhanced version. Results demonstrated that the context-aware GenAI provided more accurate and useful feedback, as perceived by the students. These findings suggest that incorporating contextual information improves the quality of automated peer reviews, offering a promising tool for educators to enhance student learning and engagement in code review activities.

Using Peer Assessment Leveraging Large Language Models in Software Engineering Education

This paper explores the integration of generative AI and large language models into the realm of software engineering education and training, with a specific focus on the transformation of traditional peer assessment methodologies. The motivation stems from the growing demand for innovative educational techniques that can effectively engage and empower learners in mastering Software Engineering principles. The proposed approach involves presenting students with modeling exercises solved by ChatGPT, prompting them to critically evaluate and provide constructive feedback on the generated solutions. By engaging students in a dialogue with the AI model, we aim to foster a dynamic learning environment where learners can articulate their considerations and insights, thereby enhancing their comprehension of software engineering principles, critical thinking and self evaluation skills. Preliminary results from pilot implementations indicate promising outcomes, suggesting that this approach not only enhances the quality of peer feedback but also contributes to a more interactive and engaging educational experience.

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.

Challenges and opportunities: Implementing diversity and inclusion in software engineering university level education in Finland

Considerable efforts have been made at the high school level to encourage girls to pursue software engineering careers and raise awareness about diversity within the field. Similarly, software companies have become more active in diversity and inclusion (D&I) topics, aiming to create more inclusive work environments. However, the way diversity and inclusion are approached inside software engineering university education remains less clear. This study investigates the current state of D&I in software engineering education and faculties in Finland. An online survey (N = 30) was conducted among Finnish software engineering university teachers to investigate which approaches and case examples of D&I are most commonly used by software engineering teachers in Finland. In addition, it was researched how software engineering teachers perceive the importance of D&I in their courses. As a result of the quantitative and thematic analysis, a framework to identify attitudes, approaches, challenges and pedagogical strategies when implementing D&I themes in software engineering education is presented. This framework also offers a process for integrating D&I themes for the curriculum or at the faculty level. The findings of this study emphasize that there is a continuing need for diverse-aware education and training. The results underline the responsibility of universities to ensure that future professionals are equipped with the necessary skills and knowledge to promote D&I in the field of software engineering.

Gender Mainstreaming and Diversity in Higher Education: An Experience in Software Engineering Education

Gender Mainstreaming and Diversity in Higher Education: An Experience in Software Engineering Education

Are Educational Escape Rooms More Effective Than Traditional Lectures for Teaching Software Engineering? A Randomized Controlled Trial

Are Educational Escape Rooms More Effective Than Traditional Lectures for Teaching Software Engineering? A Randomized Controlled Trial

Assessing gender bias in the software used in computer science and software engineering education

Women are underrepresented in Computer Science (CS)/ Software Engineering (SE) and other technology related degrees. As undergraduates, they are also less likely to persist with CS/SE studies than men enrolled in those same courses. Gender correlated differences in personal characteristics, behaviour, and preferences mean that course design decisions may introduce unintended bias. To address this issue, we drew inspiration from the GenderMag method. GenderMag uses personas with evidence-based gender differences in problem-solving traits to detect usability issues in software. In this paper we investigate the personal qualities of CS and SE students, and how these influence their CS/SE learning journey. A series of persona development workshops were held to gather an extensive and unique qualitative dataset capturing the prior experiences, preferences, learning styles, motivations, goals, frustrations, and constraints of CS/SE students. Gender differences were used to construct preliminary male and female student personas. These personas were used in cognitive walkthroughs of software applications commonly used in education, and their performance compared to GenderMag’s Tim and Abi. While the student personas were less effective and lacked specificity compared to Abi, they were able to identify issues not detectable with GenderMag. Furthermore, the findings show the utility of persona development workshops as a data collection method and introduce a comprehensive list of CS/SE student qualities that may inspire future investigations.

Practice and Reflection on Cultivating Creativity in Software Engineering Education

Practice and Reflection on Cultivating Creativity in Software Engineering Education

Empowering IoT Developers with Privacy-Preserving End-User Development Tools

Internet of Things applications (IoT) have the potential to derive sensitive user data, necessitating adherence to privacy and data protection laws. However, developers often struggle with privacy issues, resulting in personal data misuse. Despite the proposed Privacy by Design (PbD) approach, criticism arises due to its ambiguity and lack of practical tools for educating software engineers. We introduce Canella, an integrated IoT development ecosystem with privacy-preserving components leveraging End-User Development (EUD) tools Blockly@rduino and Node-RED, to help developers build end-to-end IoT applications that prioritize privacy and comply with regulations. It helps developers integrate privacy during the development process and rapid prototyping phases, offering real-time feedback on privacy concerns. We start by conducting a focus group study to explore the applicability of designing and implementing PbD schemes within different development environments. Based on this, we implemented a proof-of-concept prototype of Canella and evaluated it in controlled lab studies with 18 software developers. The findings reveal that developers using Canella created more privacy-preserving applications, gained a deeper understanding of personal data management, and achieved better privacy compliance. Our results also highlight Canella's role in educating and promoting privacy awareness, enhancing productivity, streamlining privacy implementation, and significantly reducing cognitive load. Overall, developers found Canella and its privacy-preserving components useful, easy to use, and easy to learn, which could potentially improve IoT application privacy. Watch the demo video.

A portal to catalog worked examples extracted from open source software projects to support the teaching of Software Engineering

A portal to catalog worked examples extracted from open source software projects to support the teaching of Software Engineering

Usage of Gamification Techniques in Software Engineering Education and Training: A Systematic Review

Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification’s effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, including active learning, individualized pacing, and enhanced collaboration, as well as the psychological drawbacks such as increased stress and responsibility for students. Despite the promising results, this study highlights that gamification should be considered a supplementary tool rather than a replacement for traditional teaching methods. Our findings reveal significant interest in integrating gamification in educational settings, driven by the growing need for digital content to improve learning.

The Assessment of a Gradeless Residency Model for Software Engineering Education

The traditional practice of assessing academic performance through conventional letter and numerical grades has faced criticism for its limitations in promoting active engagement and curiosity among students. In response, the concept of gradeless education has gained traction, with the aim of fostering a more holistic learning experience. This work explores the implementation of the residency model, a form of gradeless education, in the context of engineering education. The model focuses on skill acquisition and competency demonstration while enhancing student wellness by minimizing assessment-related anxiety that students often face in graded assessments. This study evaluates the effectiveness of the residency model through a comprehensive survey conducted in a software engineering technology program at McMaster University. The survey investigates student perspectives on the model’s impact on motivation, learning experience, and attitudes towards learning. The results reveal a complex interplay of attitudes, with students acknowledging the importance of grades while appreciating the model’s rigorous assignments. The findings suggest that the residency model can encourage transformative learning experiences while warranting ongoing attention to optimize both learning outcomes and student well-being. Further research is recommended to assess the long-term impact and effectiveness of gradeless education models, emphasizing both their benefits and challenges.

Challenges to Applying Role Playing in Software Engineering Education: A Taxonomy Derived from a Rapid Literature Review

Challenges to Applying Role Playing in Software Engineering Education: A Taxonomy Derived from a Rapid Literature Review

Product managers in software startups: A grounded theory

Context:Defining and designing a software product is not merely a technical endeavor, but also a socio-technical journey. As such, its success is associated with human-related aspects, such as the value users perceive. To handle this issue, the product manager role has become more evident in software-intensive companies. A unique, challenging context for these professionals is constituted by software startups, emerging companies developing novel solutions looking for sustainable and scalable business models. Objective:This study aims to describe the role of product managers in the context of software startups. Method:We performed a Socio-Technical Grounded Theory study using data from blog posts and interviews. Results:The results describe the product manager as a multidisciplinary, general role, not only guiding the product by developing its vision but also as a connector that emerges in a growing company, enabling communication of software development with other areas, mainly business and user experience. The professional performing this role has a background in one of these areas but a broad knowledge and understanding of key concepts of the other areas is needed. We also describe how differences of this role to other lead roles are perceived in practice. Conclusions:Our findings represent several implications for research, such as better understanding of the role transformation in growing software startups, practice, e.g., identifying the points to which a professional migrating to this role should pay attention, and the education of future software developers, by suggesting the inclusion of related topics in the education and training of future software engineers.

Development of Arduino applications for IoT applications in software engineering education: a systematic literature review

The continuous development of software applications is a necessary step in producing high-quality products that will consistently meet end-user expectations and stakeholder needs. Development of Arduino applications, embedded in a product’s hardware, can and should be considered at the software engineering phase itself, even though current practice dictates it be handled by product engineers. The method used in this investigation was based on a systematic literature review (SLR). Therefore, this paper depicts a gap that currently exists within the body of literature surrounding the development of Arduino applications for ‘internet of things’ (IoT) applications in software engineering education in commercial and research fields. The result of this study are two findings investigates: i) relevant Arduino application development used in software engineering and ii) method for applying software engineering for Arduino applications. The limitations and constraints of each technique in respect to Arduino apps were also examined in order to provide a better understanding of each body of study's weaknesses and strengths. We realise that these studies are still insufficient and need to be evaluated and improved further.

Software Engineering in Nigeria: Trends and Challenges

Bringing theory and practice together is aspiration of software engineering education, so that the learner may acquire a deep understanding on basic concepts and principles, along with skills and competences to solve real-world problems. Thus, it is not just an academic concern about teaching relevant topics, but also a task to shape skilled individuals equipped for the industry demand. Moreover, due to the rapid development the software industry is and transnational nature, several challenges are challenging the qualification of software engineers, capable to develop products according to the international standards into markets overseas. Agile software development methods are the generally used and prominent software development methods. Agile methods are simple, easy and deliver software faster than the traditional software development methods. Software development in Nigeria is at developing stage.

Construction and Exploration of Experimental Teaching Content in Software Engineering from a Systems Theory Perspective

Software engineering, as a branch of traditional computer science, distinguishes itself from other computer-related disciplines by its emphasis on practical application. Experimental teaching in software engineering, integral to professional education, serves as a crucial means to enhance students’ practical skills. The content of experimental teaching, serving as a vessel for such instruction, plays a pivotal role in the holistic development of students. Addressing the current fragmented state of experimental teaching in applied universities, this study introduces a holistic and systematic view based on systems theory. By integrating the fundamental principles and methods of systems theory with the distinctive characteristics of software engineering, this study focuses on analyzing the holistic technology of software implementation and the interrelationships among various technical elements of software systems within the field of software engineering. From a holistic-part-holistic analytical perspective, this research constructs an analytical model for experimental teaching content in software engineering under the lens of systems theory. The study elaborates on the construction method of this model and its specific implementation details from the perspectives of talent cultivation programs, engineering elements, and concentrated practical exercises. Practical evidence indicates that the implementation of this experimental teaching content effectively enhances students’ practical skills in software engineering, elevates students’ recognition of their field of study, boosts their confidence in job placement, and provides robust support for seamless transition from graduation to employment. Furthermore, this study sheds light on the construction of experimental teaching content in computer-related fields in engineering disciplines at other applied universities.

GPTSniffer: A CodeBERT-based classifier to detect source code written by ChatGPT

Since its launch in November 2022, ChatGPT has gained popularity among users, especially programmers who use it to solve development issues. However, while offering a practical solution to programming problems, ChatGPT should be used primarily as a supporting tool (e.g., in software education) rather than as a replacement for humans. Thus, detecting automatically generated source code by ChatGPT is necessary, and tools for identifying AI-generated content need to be adapted to work effectively with code. This paper presents GPTSniffer– a novel approach to the detection of source code written by AI – built on top of CodeBERT. We conducted an empirical study to investigate the feasibility of automated identification of AI-generated code, and the factors that influence this ability. The results show that GPTSniffer can accurately classify whether code is human-written or AI-generated, outperforming two baselines, GPTZero and OpenAI Text Classifier. Also, the study shows how similar training data or a classification context with paired snippets helps boost the prediction. We conclude that GPTSniffer can be leveraged in different contexts, e.g., in software engineering education, where teachers use the tool to detect cheating and plagiarism, or in development, where AI-generated code may require peculiar quality assurance activities.

Taxonomy of inline code comment smells

Code comments play a vital role in source code comprehension and software maintainability. It is common for developers to write comments to explain a code snippet, and commenting code is generally considered a good practice in software engineering. However, low-quality comments can have a detrimental effect on software quality or be ineffective for code understanding. This study aims to create a taxonomy of inline code comment smells and determine how frequently each smell type occurs in software projects. We conducted a multivocal literature review to define the initial taxonomy of inline comment smells. Afterward, we manually labeled 2447 inline comments from eight open-source projects where half of them were Java, and another half were Python projects. We created a taxonomy of 11 inline code comment smell types and found out that the smells exist in both Java and Python projects with varying degrees. Moreover, we conducted an online survey with 41 software practitioners to learn their opinions on these smells and their impact on code comprehension and software maintainability. The survey respondents generally agreed with the taxonomy; however, they reported that some smell types might have a positive effect on code comprehension in certain scenarios. We also opened pull requests and issues fixing the comment smells in the sampled projects, where we got a 27% acceptance rate. We share our manually labeled dataset online and provide implications for software engineering practitioners, researchers, and educators.

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.