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16 results for “Education in Software Engineering”
Dataset: Economical Accommodations for Neurodivergent Students in Software Engineering Education: Experiences from an Intervention in Four Undergraduate Courses
<p>This dataset contains anonymised raw data and examples of accommodations made for neurodiverse students in four undergraduate courses in Computer Science and Software Engineering programmes. The dataset is published as a part of a book chapter in which we report the accommodations.</p> <p>Overall guidelines we followed, including their sources, are contained in <strong>guidelines.md.</strong></p> <p>The raw data for the two surveys is contained in the two Excel files <strong>survey1.xlsx</strong> and <strong>survey2.xlsx</strong>. Free-text answers have been aggregated by neurodiverse and neurotypical students and anonymised, and are available in the files<strong> survey1_freetext_neurodiverse.txt, survey1_freetext_neurotypical.txt, survey2_freetext_neurodiverse.txt, </strong>and<strong> survey2_freetext_neurotypical.txt.</strong></p> <p>The remaining files are examples of the adapted lecture slides and assignment texts. Here, files starting with WEBcourse are from a mandatory undergraduate course on web development, while files starting with SEcourse are from a mandatory undergraduate course giving an overview of Software Engineering.</p>
Software Engineering Education Knowledge versus Industrial Needs
<p>Dataset of the research paper: <strong>Software Engineering Education Knowledge versus Industrial Needs</strong></p> <p><em>Contribution</em>: Determine and analyze the gap between software practitioners’ education outlined in the 2014 IEEE/ACM Software Engineering Education Knowledge (SEEK) and industrial needs pointed by Wikipedia articles referenced in Stack Overflow (SO) posts.<br> <em>Background</em>: Previous work has uncovered deficiencies in the coverage of computer fundamentals, people skills, software processes, and human-computer interaction, suggesting rebalancing.<br> <em>Research Questions</em>: 1) To what extent are developers’ needs, in terms of Wikipedia articles referenced in SO posts, covered by the SEEK knowledge units? 2) How does the popularity of Wikipedia articles relate to their SEEK coverage? 3) What areas of computing knowledge can be better covered by the SEEK knowledge units? 4) Why are Wikipedia articles covered by the SEEK knowledge units cited on SO?<br> <em>Methodology</em>: Wikipedia articles were systematically collected from SO posts. The most cited were manually mapped to the SEEK knowledge units, assessed according to their degree of coverage. Articles insufficiently covered by the SEEK were classified by hand using the 2012 ACM Computing Classification System. A sample of posts referencing sufficiently covered articles was manually analyzed. A survey was conducted on software practitioners to validate the study findings.<br> <em>Findings</em>: SEEK appears to cover sufficiently computer science fundamentals, software design and mathematical concepts, but less so areas like the World Wide Web, software engineering components, and computer graphics. Developers seek advice, best practices and explanations about software topics, and code review assistance. Future SEEK models and the computing education could dive deeper in information systems, design, testing, security, and soft skills.</p> <p>The following data files are included.</p> <ul> <li><strong>wikipedia_articles.csv</strong>: Wikipedia articles mapped to the knowledge units of the 2014 IEEE/ACM Software Engineering Education Knowledge (SEEK) and the first and second level categories of the 2012 ACM Computing Classification System (CCS).</li> <li> <p><strong>posts_analysis.csv</strong>: Stack Overflow post data and metadata.</p> </li> <li> <p><strong>posts_aggregated_codes.csv</strong>: The aggregated codes that resulted from the manual analysis of the Stack Overflow posts by grouping individual keywords assigned to the posts.</p> </li> <li> <p><strong>survey_questionnaire.csv</strong>: The final survey questionnaire.</p> </li> <li> <p><strong>survey_responses.csv</strong>: Anonymized responses of the final survey questionnaire. (E-mail addresses have been excluded for privacy reasons.)</p> </li> </ul>
Unveiling Hurdles in Software Engineering Education: The Role of Learning Management Systems
<p>Learning management systems (LMSs) are established tools in higher education, especially in the field of software engineering (SE). The onset of the COVID-19 pandemic further amplified the utilization of these systems, which necessitated their integration into educational curricula for both lecturers and students. However, adopting LMSs within SE education has presented distinctive challenges impeding their seamless incorporation into the courses. This paper aims to scrutinize the challenges and requirements encountered by professors, lecturers, and students in the domain of SE education when using LMSs. We conducted an empirical study that included (i) a survey with 47 professors/lecturers and 133 students, (ii) an analysis of the ensuing data, and (iii) 18 additional interviews conducted with professors and lecturers to delve into nuanced variations in viewpoints. The findings derived from our study reveal that the challenges and requirements pertaining to LMSs are rather specific depending on the scope and size of the respective courses. Nevertheless, many participants have a consensus on numerous challenges and requirements for improving certain features of LMSs in order to improve their usage in SE education. The findings are valuable for advancing research and development in the field of LMSs and provide guidance for lecturers in SE education.</p>
Enhancing Motivation in Software Engineering Education through Gamified Agile Project-based Learning
<p>Project-based learning (PBL), e.g., student software development projects, is an essential part of today's Software Engineering (SE) education. They allow students to work on real-world projects and gain practical experience as a team. However, several challenges arise in such projects, including learning new technologies and dealing with communication and coordination issues within the team. These factors can lead to a lack of motivation to contribute to the project and a decrease in productivity, potentially resulting in an insufficient project outcome. This paper aims to promote student motivation in PBL and increase team productivity by applying gamification. We conducted a user and requirements analysis to identify the needs of students and supervisors of such projects. Based on the insights, we designed and implemented DinoDev, a gamified project management tool that combines project management features with gamification elements. The DinoDev concept was evaluated in a student project, indicating increased motivation and team productivity. The findings are valuable for advancing research on using gamification in PBL and for lecturers to improve their students' motivation and team productivity in SE education.</p>
EvalQuiz - LLM-based Automated Generation of Self-Assessment Quizzes in Software Engineering Education
<p>Self-assessment quizzes after lectures, educational videos, or chapters are a commonly used method in software engineering (SE) education to give students the opportunity to test their gained knowledge. However, the creation of these quizzes is time-consuming, cognitively exhausting, and complex, as an expert in the field needs to create the quizzes and review the lecture material for validity. Therefore, this paper presents a concept to automatically generate self-assessment quizzes based on lecture material using a large language model (LLM) to reduce lecturers' workload and simplify the general quiz creation process. The developed prototype was handed to experts, who subsequently evaluated the approach. The results show that automatic quiz generation saves time and the quizzes cover the delivered lecture material well. However, the generated quizzes often lack originality and versatility. Therefore, further prompt engineering might be required to achieve more elaborate results.</p>
The Effects of Education on Students’ Perception of Modeling in Software Engineering
<p>The attached file accompanies the paper titled "The Effects of Education on Students’ Perception of Modeling in Software Engineering". This file contains both the raw data and summary data from the survey conducted at the three institutions, NAU, BGU, and Concordia.</p>
Leveraging Diversity in Software Engineering Education through Community Engaged Learning and a Supportive Network
<p>This replication package contains the schedule for the first cohort of our program described in the paper titled "Leveraging Diversity in Software Engineering Education through Community Engaged Learning and a Supportive Network".</p>
Agile Minds, Innovative Solutions, and Industry–Academia Collaboration: Lean R&D Meets Problem-based Learning in Software Engineering Education
<p>Supplementary materials of the paper "Agile Minds, Innovative Solutions, and Industry–Academia Collaboration: Lean R&D Meets Problem-based Learning in Software Engineering Education"</p>
Gamification of Student Development Projects in Software Engineering Education - Master's Thesis Dataset
<p>This dataset contains all questionnaire results of the Master's Thesis <em>Gamification of Student Development Projects in Software Engineering Education</em>. The thesis will be linked to this set as soon as it is completed and publically available.</p> <p>In total, five questionnaires were conducted. To analyze users and requirements, a questionnaire with students and project supervisors was conducted. The implemented tool was evaluated using a pre-, mid-, and post-study questionnaire. This dataset contains a folder for each questionnaire including results in CSV format, results in HTML format, which is more human readable, and the questionnaire in PDF format. Due to the used survey tool, <em>lamapoll</em>, some parts of the files are in German. However, the questions and responses are all in English.</p> <p>Additionally, the scripts folder contains the Python scripts that were used to produce the graphics of the thesis. The Python libraries <code>matplotlib</code>, <code>pandas</code>, <code>scipy</code>, <code>numpy</code>, and <code>plot_likert</code> are required to run the scripts. Some of them use the two provided files <code>evalutation_concat_raw_excel.csv</code>, which is a concatenation of the results of the three evaluation questionnaires, and <code>sprint_stats.csv</code>, which contains statistics of the sprints relevant to the user study.</p>
FlossSearch.Edu: Selecting FLOSS Projects for Software Engineering Education
<p>FlossSearch.Edu is a tool designed to support teachers and students in the search and selection of FLOSS projects according to technical and social criteria. It aims to reduce the effort of teachers and students in the selection of projects, assists in saving the research history and also in the evaluation of the selected projects. FlossSearch.Edu is the first tool that provides these resources in the context of software engineering education. FlossSearch.Edu has been used by teachers and students, and most of them have found the tool to be useful and intend to use it in the future.</p>
Embracing Experiential Learning: Hackathons as an Educational Strategy for Shaping Soft Skills in Software Engineering
<div> <p>This public dataset covers the answers to both pre-hackathon and post-hackathon questionnaires. Additionally, we offer basic descriptive statistics related to the provided data.</p> </div>
Towards an Analogical Reasoning with LLMs in Software Engineering Education
<p>Data collected from professors and students using our approach to teach/understand SE concepts </p>
Empirical Study and Vision for a Holistic Serious Game Platform for Software Engineering Education
<p>Serious games are becoming increasingly popular in universities to motivate students. Therefore, more and more lecturers are using game-based learning to encourage students to learn the subject matter. However, using serious games in Software Engineering (SE) lectures at universities is rather challenging as the subject is very practice-oriented and requires special kinds of tasks, e.g., practicing programming, software modeling, etc. Thus, building serious games and integrating such SE-specific tasks is a serious technical challenge and requires immense development effort. Therefore, before developing new games, students' preferences should be analyzed to increase the chances that these games will be played. To address this issue, we conducted an empirical study with 105 students to investigate the requirements and chances for using serious games in SE education in universities. Our analysis shows that students' preferences vary significantly and that there is no clear indication of a single game type that motivates all students equally. Therefore, our second contribution is a vision for a microservice-based Holistic Serious Game Platform for Software Engineering Education, which supports efficiently developing different serious games and integrating SE-specific mini-games and tasks. Hence, our empirical results and the presented approach support advancing research and development of serious SE games and also sensitize game developers to the needs of SE education.</p>
Questionnaire and Results for the "Gamify-IT - A Web-Based Gaming Platform for Software Engineering Education" Paper
<p>This archive contains the questions and results of our questionnaire to evaluate the prototype Gamify-IT e-learning platform. The questionnaire contains 18 questions and statements to evaluate the students' experience with the platform. We conducted the evaluation with students of our programming introductory course at the University of Stuttgart. 20 students provided their feedback. Results are anonymized.</p>
Identifying Improvement Opportunities in Software Engineering Education at the Maranhão State: Listening to Voices from Academy and Industry
<p>The teaching of Software Engineering (SE) has become challenging due to the large amount of content taught and the constant evolution of the software industry, directly impacting the requirements necessary to apply for a position in the area of Information Technology (IT). In this context, it is clear that students of computer courses still find it difficult to know how to prepare for the job market, and Higher Education Institutions (HEIs) may have difficulties in aligning themselves with market expectations with their syllabus in SE. This paper aims to provide a holistic view of the teaching-learning process, involving the views of students, HEIs and IT companies in the context of the state of Maranhão; and to propose reflections on the current state of the education to complement the contents and methodologies applied in the classroom with the needs of the local industry. To do so, three activities were carried out: (1) mapping expectations and evaluating higher education from the students’ point of view; (2) analysis of higher education disciplines in higher education institutions in the state of Maranhão in Brazil; and (3) survey of expectations of the IT market considering the vacancies disclosed in relation to the SE area in the state of Maranhão. The results indicate a partial fulfillment of the demand regarding the taught topics related to SE from the local industry by the HEIs. In addition, there is a need to improve the teaching-learning methodological processes, focusing on practical activities and the learning of teamwork skills, in addition to knowledge in software development.</p>
Do we use FLOSS in Software Engineering Education? Mapping the Profiles and Practices of Higher Education Teachers from Brazi
<p>Context:Software Engineering (SE) is a key topic in undergraduate computing-related courses that provides the basic knowledge and skills necessary for professional practice in the software industry. Teaching SE principles, concepts and practices and relating them to real-world scenarios are challenging tasks, and the adoption of Free/Libre/Open Source Software (FLOSS) projects can help to face these challenges. On the other hand, using FLOSS projects as a didactic resource may introduce additional challenges to professors that are not familiar with the FLOSS ecosystem. Objective: This research aims to identify and map the profiles of professors of SE courses in Brazil, as well as to present the pedagogical practices used in the experience with FLOSS projects in Software Engineering Education (SEE). Method: We performed a survey with higher education professors in Brazil, used K-modes algorithm to identify clusters and Decision Tree algorithm to identify characteristics that determine the use of FLOSS projects in a sample of professors who had not used this approach in the classroom.Results:The results of the research revealed characteristics of professors who use, or not,FLOSS projects in SEE, of professors grouped in the two clusters generated by the application of the K-modes algorithm, of professors grouped by the application of the Decision Tree algorithm,in addition to presenting similar characteristics the pedagogical practices evidenced by each group of SE professors.</p>
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