Pub Date : 2023-05-01DOI: 10.1109/SEENG59157.2023.00010
M. Neumann, M. Rauschenberger, Eva-Maria Schön
On November 30th, 2022, OpenAI released the large language model ChatGPT, an extension of GPT-3. The AI chatbot provides real-time communication in response to users’ requests. The quality of ChatGPT’s natural speaking answers marks a major shift in how we will use AI-generated information in our day-to-day lives. For a software engineering student, the use cases for ChatGPT are manifold: assessment preparation, translation, and creation of specified source code, to name a few. It can even handle more complex aspects of scientific writing, such as summarizing literature and paraphrasing text. Hence, this position paper addresses the need for discussion of potential approaches for integrating ChatGPT into higher education. Therefore, we focus on articles that address the effects of ChatGPT on higher education in the areas of software engineering and scientific writing. As ChatGPT was only recently released, there have been no peer-reviewed articles on the subject. Thus, we performed a structured grey literature review using Google Scholar to identify preprints of primary studies. In total, five out of 55 preprints are used for our analysis. Furthermore, we held informal discussions and talks with other lecturers and researchers and took into account the authors’ test results from using ChatGPT. We present five challenges and three opportunities for the higher education context that emerge from the release of ChatGPT. The main contribution of this paper is a proposal for how to integrate ChatGPT into higher education in four main areas.
{"title":"“We Need To Talk About ChatGPT”: The Future of AI and Higher Education","authors":"M. Neumann, M. Rauschenberger, Eva-Maria Schön","doi":"10.1109/SEENG59157.2023.00010","DOIUrl":"https://doi.org/10.1109/SEENG59157.2023.00010","url":null,"abstract":"On November 30th, 2022, OpenAI released the large language model ChatGPT, an extension of GPT-3. The AI chatbot provides real-time communication in response to users’ requests. The quality of ChatGPT’s natural speaking answers marks a major shift in how we will use AI-generated information in our day-to-day lives. For a software engineering student, the use cases for ChatGPT are manifold: assessment preparation, translation, and creation of specified source code, to name a few. It can even handle more complex aspects of scientific writing, such as summarizing literature and paraphrasing text. Hence, this position paper addresses the need for discussion of potential approaches for integrating ChatGPT into higher education. Therefore, we focus on articles that address the effects of ChatGPT on higher education in the areas of software engineering and scientific writing. As ChatGPT was only recently released, there have been no peer-reviewed articles on the subject. Thus, we performed a structured grey literature review using Google Scholar to identify preprints of primary studies. In total, five out of 55 preprints are used for our analysis. Furthermore, we held informal discussions and talks with other lecturers and researchers and took into account the authors’ test results from using ChatGPT. We present five challenges and three opportunities for the higher education context that emerge from the release of ChatGPT. The main contribution of this paper is a proposal for how to integrate ChatGPT into higher education in four main areas.","PeriodicalId":146844,"journal":{"name":"2023 IEEE/ACM 5th International Workshop on Software Engineering Education for the Next Generation (SEENG)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125579798","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}
Pub Date : 2023-05-01DOI: 10.1109/SEENG59157.2023.00009
Sandro Speth, Leon Hofmeister, Steffen Becker, Uwe Breitenbücher
Gamification has been increasingly applied to software engineering education in the past. The approaches vary from applying game elements on a conceptual phase in the course to using specific tools to engage the students more and support their learning goals. However, existing tools usually have game elements, such as quizzes or challenges, but do not provide a more computer game-like experience. Therefore, we try to raise the level of gamified learning experience to another level by proposing Gamify-IT. Gamify-IT is a Unity- and web-based game platform intended to help students learn software engineering. It follows an immersive role-play game characteristic where the students explore a world, find and solve minigames and clear dungeons with SE tasks. Lecturers can conFigure the worlds, e.g., to add content hints. Furthermore, they can add and conFigure minigames and dungeons to include exercises in a fully gamified way. Thereby, they customize their course in Gamify-IT to adapt the world very precisely to other materials such as lectures or exercises. Results of an evaluation of our initial prototype show that (i) students like to engage with the platform, (ii) students are motivated to learn when using Gamify-IT, and (iii) the minigames support students in understanding the learning objectives.
{"title":"Gamify-IT – A Web-Based Gaming Platform for Software Engineering Education","authors":"Sandro Speth, Leon Hofmeister, Steffen Becker, Uwe Breitenbücher","doi":"10.1109/SEENG59157.2023.00009","DOIUrl":"https://doi.org/10.1109/SEENG59157.2023.00009","url":null,"abstract":"Gamification has been increasingly applied to software engineering education in the past. The approaches vary from applying game elements on a conceptual phase in the course to using specific tools to engage the students more and support their learning goals. However, existing tools usually have game elements, such as quizzes or challenges, but do not provide a more computer game-like experience. Therefore, we try to raise the level of gamified learning experience to another level by proposing Gamify-IT. Gamify-IT is a Unity- and web-based game platform intended to help students learn software engineering. It follows an immersive role-play game characteristic where the students explore a world, find and solve minigames and clear dungeons with SE tasks. Lecturers can conFigure the worlds, e.g., to add content hints. Furthermore, they can add and conFigure minigames and dungeons to include exercises in a fully gamified way. Thereby, they customize their course in Gamify-IT to adapt the world very precisely to other materials such as lectures or exercises. Results of an evaluation of our initial prototype show that (i) students like to engage with the platform, (ii) students are motivated to learn when using Gamify-IT, and (iii) the minigames support students in understanding the learning objectives.","PeriodicalId":146844,"journal":{"name":"2023 IEEE/ACM 5th International Workshop on Software Engineering Education for the Next Generation (SEENG)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121830266","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}
Pub Date : 2023-05-01DOI: 10.1109/SEENG59157.2023.00012
Benard Wanjiru, P. Bommel, D. Hiemstra
Automated grading systems can save a lot of time when carrying out grading of software exercises. In this paper we present our ongoing work on a generic model for generating software correctness levels. These correctness levels enable partial grading of students’ software exercises. The generic model can be used as a foundation for building SQL grading systems that check for correctness of SQL queries and can be generalized to different programming languages.
{"title":"Towards a Generic Model for Classifying Software into Correctness Levels and its Application to SQL","authors":"Benard Wanjiru, P. Bommel, D. Hiemstra","doi":"10.1109/SEENG59157.2023.00012","DOIUrl":"https://doi.org/10.1109/SEENG59157.2023.00012","url":null,"abstract":"Automated grading systems can save a lot of time when carrying out grading of software exercises. In this paper we present our ongoing work on a generic model for generating software correctness levels. These correctness levels enable partial grading of students’ software exercises. The generic model can be used as a foundation for building SQL grading systems that check for correctness of SQL queries and can be generalized to different programming languages.","PeriodicalId":146844,"journal":{"name":"2023 IEEE/ACM 5th International Workshop on Software Engineering Education for the Next Generation (SEENG)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121361130","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}
Pub Date : 2023-05-01DOI: 10.1109/SEENG59157.2023.00007
Baris Ardiç, A. Zaidman
Software testing is generally acknowledged to be an important weapon in the arsenal of software engineers to produce correct and reliable software systems. However, given the importance of the topic, little is known about where software engineers get their testing knowledge and skills from. Is this through (higher) education, training programmes in the industry, or rather is it self-taught? In this paper, we investigate the curricula of 100 highly ranked universities and survey 51 software engineers to shed light on the state-of-the-practice in software testing education, in terms of both academic education and education of software engineers in the industry.
{"title":"Hey Teachers, Teach Those Kids Some Software Testing","authors":"Baris Ardiç, A. Zaidman","doi":"10.1109/SEENG59157.2023.00007","DOIUrl":"https://doi.org/10.1109/SEENG59157.2023.00007","url":null,"abstract":"Software testing is generally acknowledged to be an important weapon in the arsenal of software engineers to produce correct and reliable software systems. However, given the importance of the topic, little is known about where software engineers get their testing knowledge and skills from. Is this through (higher) education, training programmes in the industry, or rather is it self-taught? In this paper, we investigate the curricula of 100 highly ranked universities and survey 51 software engineers to shed light on the state-of-the-practice in software testing education, in terms of both academic education and education of software engineers in the industry.","PeriodicalId":146844,"journal":{"name":"2023 IEEE/ACM 5th International Workshop on Software Engineering Education for the Next Generation (SEENG)","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126165725","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}
Pub Date : 2023-05-01DOI: 10.1109/SEENG59157.2023.00011
Cécile Péraire
Writing user stories that effectively support software product development is difficult for students new to the practice. This position paper addresses this challenge by extending the existing 3C model for defining user stories with an extra C for ‘context’. This format is targeted to interactive software systems and inspired by a grounded theory research study where the observed product managers provided context by basing most user stories on concrete and validated design artifacts, such as wireframes. After experimenting with the 4C model during four semesters with positive initial results, we posit that the model helps students generate stories that are easier to create and review while supporting the development of innovative solutions that satisfy the stakeholders’ needs.
{"title":"Learning to Write User Stories with the 4C Model: Context, Card, Conversation, and Confirmation","authors":"Cécile Péraire","doi":"10.1109/SEENG59157.2023.00011","DOIUrl":"https://doi.org/10.1109/SEENG59157.2023.00011","url":null,"abstract":"Writing user stories that effectively support software product development is difficult for students new to the practice. This position paper addresses this challenge by extending the existing 3C model for defining user stories with an extra C for ‘context’. This format is targeted to interactive software systems and inspired by a grounded theory research study where the observed product managers provided context by basing most user stories on concrete and validated design artifacts, such as wireframes. After experimenting with the 4C model during four semesters with positive initial results, we posit that the model helps students generate stories that are easier to create and review while supporting the development of innovative solutions that satisfy the stakeholders’ needs.","PeriodicalId":146844,"journal":{"name":"2023 IEEE/ACM 5th International Workshop on Software Engineering Education for the Next Generation (SEENG)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124917073","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}
Pub Date : 2023-05-01DOI: 10.1109/SEENG59157.2023.00008
P. Morrison, John Slankas
The Duke FinTech Master’s program requires introductions to programming and software engineering as part of its core requirements. This paper presents the project-based software engineering course offered by the program and the process by which it has been refined over the course of four semesters to support entry into the development of financial technology. As part of a growing program, enrollment in this core course has grown from 8 to over 100 students per semester, primarily graduate students with backgrounds in finance and economics. We identify lessons learned by the students and the course staff.
{"title":"Evolving FinTech 512 ‘Software Engineering For Financial Technology’","authors":"P. Morrison, John Slankas","doi":"10.1109/SEENG59157.2023.00008","DOIUrl":"https://doi.org/10.1109/SEENG59157.2023.00008","url":null,"abstract":"The Duke FinTech Master’s program requires introductions to programming and software engineering as part of its core requirements. This paper presents the project-based software engineering course offered by the program and the process by which it has been refined over the course of four semesters to support entry into the development of financial technology. As part of a growing program, enrollment in this core course has grown from 8 to over 100 students per semester, primarily graduate students with backgrounds in finance and economics. We identify lessons learned by the students and the course staff.","PeriodicalId":146844,"journal":{"name":"2023 IEEE/ACM 5th International Workshop on Software Engineering Education for the Next Generation (SEENG)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129445583","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}
Pub Date : 2023-04-27DOI: 10.1109/SEENG59157.2023.00005
Iris Ma, Cristina Lopes
Commit messages play a crucial role in collaborative software development. They provide a clear and concise description of the changes made to the source code. However, many commit messages among students’ projects lack useful information. This is a concern, as low-quality commit messages can negatively impact communication of software development and future maintenance. To address this issue, this research aims to help students write high-quality commit messages by “nudging” them in the right direction. We modified the GitHub Desktop application by incorporating specific requirements for commit messages, specifically “what” and “why” parts. To test whether this affects the quality of commit messages, we divided students from an Information Retrieval class into two groups, with one group using the modified application and the other using other interfaces. The results show that the quality of commit messages is improved in terms of informativeness, clearness, and length.
{"title":"Improving the Quality of Commit Messages in Students’ Projects","authors":"Iris Ma, Cristina Lopes","doi":"10.1109/SEENG59157.2023.00005","DOIUrl":"https://doi.org/10.1109/SEENG59157.2023.00005","url":null,"abstract":"Commit messages play a crucial role in collaborative software development. They provide a clear and concise description of the changes made to the source code. However, many commit messages among students’ projects lack useful information. This is a concern, as low-quality commit messages can negatively impact communication of software development and future maintenance. To address this issue, this research aims to help students write high-quality commit messages by “nudging” them in the right direction. We modified the GitHub Desktop application by incorporating specific requirements for commit messages, specifically “what” and “why” parts. To test whether this affects the quality of commit messages, we divided students from an Information Retrieval class into two groups, with one group using the modified application and the other using other interfaces. The results show that the quality of commit messages is improved in terms of informativeness, clearness, and length.","PeriodicalId":146844,"journal":{"name":"2023 IEEE/ACM 5th International Workshop on Software Engineering Education for the Next Generation (SEENG)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124796647","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}
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