Pub Date : 2023-08-01DOI: 10.1109/CSEET58097.2023.00045
Jubilian Hong Yi Ho, D. Tan, Jasmin Yi Yap, Kin Ping Tse, Muhamed Fauzi Bin Abbas, Arthur Wee Yeong Loo, Weihan Goh
COVID-19 has hastened the adoption of online learning and teaching worldwide, and across all levels of education. Many educational institutions have adopted online proctoring solutions to conduct and ensure academic integrity during online assessments. As most online proctoring solutions include the installation of various libraries or dependencies, this introduces risk to assessment integrity, where students with ill-intentions seek to tamper with these installations in an attempt to bypass measures put in place to deter cheating. To tackle the issue at hand, we developed a proof-of-concept internet-of-things (IoT) tool called RAPID that leverages unconventional cybersecurity and malware techniques for remote proctoring. Our solution does not require prior installation of any software on the test-taker’s machine yet is able to monitor surface level and internal activities on a Windows operating system. Future works on the proof-of-concept could extend the solution to other popular operating systems, as well as capture and analyze more data with greater efficiency.
{"title":"IoT-Enhanced Remote Proctoring: A New Paradigm for Remote Assessment Integrity","authors":"Jubilian Hong Yi Ho, D. Tan, Jasmin Yi Yap, Kin Ping Tse, Muhamed Fauzi Bin Abbas, Arthur Wee Yeong Loo, Weihan Goh","doi":"10.1109/CSEET58097.2023.00045","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00045","url":null,"abstract":"COVID-19 has hastened the adoption of online learning and teaching worldwide, and across all levels of education. Many educational institutions have adopted online proctoring solutions to conduct and ensure academic integrity during online assessments. As most online proctoring solutions include the installation of various libraries or dependencies, this introduces risk to assessment integrity, where students with ill-intentions seek to tamper with these installations in an attempt to bypass measures put in place to deter cheating. To tackle the issue at hand, we developed a proof-of-concept internet-of-things (IoT) tool called RAPID that leverages unconventional cybersecurity and malware techniques for remote proctoring. Our solution does not require prior installation of any software on the test-taker’s machine yet is able to monitor surface level and internal activities on a Windows operating system. Future works on the proof-of-concept could extend the solution to other popular operating systems, as well as capture and analyze more data with greater efficiency.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133291346","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 : 2023-08-01DOI: 10.1109/CSEET58097.2023.00026
H. Washizaki, María Isabel Sánchez Segura, J. Garbajosa, S. Tockey, K. Nidiffer
Our world’s needs have evolved dramatically since the origins of software engineering in the 1960s. The future software engineer must be able to anticipate our needs and desires in an era where complex challenges continually emerge, and adaptive solutions must be delivered on the fly. This paper addresses the evolution of the IEEE Computer Society’s Guide to the Software Engineering Body of Knowledge (SWEBOK Guide) and its impact on software engineering higher education and professional training that should prepare engineers to fulfill their mission in this dynamic digital future.
{"title":"Envisioning software engineer training needs in the digital era through the SWEBOK V4 prism","authors":"H. Washizaki, María Isabel Sánchez Segura, J. Garbajosa, S. Tockey, K. Nidiffer","doi":"10.1109/CSEET58097.2023.00026","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00026","url":null,"abstract":"Our world’s needs have evolved dramatically since the origins of software engineering in the 1960s. The future software engineer must be able to anticipate our needs and desires in an era where complex challenges continually emerge, and adaptive solutions must be delivered on the fly. This paper addresses the evolution of the IEEE Computer Society’s Guide to the Software Engineering Body of Knowledge (SWEBOK Guide) and its impact on software engineering higher education and professional training that should prepare engineers to fulfill their mission in this dynamic digital future.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134153941","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 : 2023-08-01DOI: 10.1109/CSEET58097.2023.00024
Ronnie E. S. Santos, Luiz Fernando Capretz, Cleyton V. C. de Magalhães, Rodrigo Souza
Testing is an indispensable part of software development. However, a career in software testing is reported to be unpopular among technology students. This can potentially create a shortage of testers in the software industry in the future. The question is, whether the perception that undergraduate students have about software testing is accurate and whether it differs from the experience reported by those who work in testing activities in the software development industry. We obtained 63 answers from practitioners in the software industry, and previous surveys analyzed the perceptions of 648 students from software engineering. This investigation demonstrates that a career in software testing is more exciting and rewarding, as reported by professionals working in the field, than students may believe. Therefore, in order to guarantee a workforce focused on software quality, the academy and the software industry need to work together to better inform students about software testing and its essential role in software development. In particular, courses in testing automation are expected to increase the popularity of the area among students.
{"title":"Myths and Facts about a Career in Software Testing: The Perspectives of Students and Practitioners","authors":"Ronnie E. S. Santos, Luiz Fernando Capretz, Cleyton V. C. de Magalhães, Rodrigo Souza","doi":"10.1109/CSEET58097.2023.00024","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00024","url":null,"abstract":"Testing is an indispensable part of software development. However, a career in software testing is reported to be unpopular among technology students. This can potentially create a shortage of testers in the software industry in the future. The question is, whether the perception that undergraduate students have about software testing is accurate and whether it differs from the experience reported by those who work in testing activities in the software development industry. We obtained 63 answers from practitioners in the software industry, and previous surveys analyzed the perceptions of 648 students from software engineering. This investigation demonstrates that a career in software testing is more exciting and rewarding, as reported by professionals working in the field, than students may believe. Therefore, in order to guarantee a workforce focused on software quality, the academy and the software industry need to work together to better inform students about software testing and its essential role in software development. In particular, courses in testing automation are expected to increase the popularity of the area among students.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114419449","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 : 2023-08-01DOI: 10.1109/CSEET58097.2023.00029
An-Chi Shau, Yan-Cih Liang, Wan-Jung Hsieh, Xiang-Ling Lin, Shang-Pin Ma
With the progressive development of technology, programming learners have significantly increased. However, the lack of human tutors and the rapidly updating information cause the learners to spend a considerable amount of time browsing and filtering authentic online resources, and decrease learning efficiency. Although many coding websites and programming communities can provide credible advice, it is still a challenge for learners to figure out their accurate questions. Therefore, we devised a Chatbot system, named PSAbot, to consider the above issue. PSAbot supports keyword extraction and analysis for multiple posts to guide the users through questions. PSAbot applies word embedding, sentence similarity, LDA (Latent Dirichlet Allocation) topic modeling, and weighting functions to help filter out redundant information and decrease the time cost of browsing, and further improve the learning efficiency. The conducted experiments show that about 80% of the Top1 answers recommended by PSAbot can largely meet the user expectations.
{"title":"PSAbot: A Chatbot System for the Analysis of Posts on Stack Overflow","authors":"An-Chi Shau, Yan-Cih Liang, Wan-Jung Hsieh, Xiang-Ling Lin, Shang-Pin Ma","doi":"10.1109/CSEET58097.2023.00029","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00029","url":null,"abstract":"With the progressive development of technology, programming learners have significantly increased. However, the lack of human tutors and the rapidly updating information cause the learners to spend a considerable amount of time browsing and filtering authentic online resources, and decrease learning efficiency. Although many coding websites and programming communities can provide credible advice, it is still a challenge for learners to figure out their accurate questions. Therefore, we devised a Chatbot system, named PSAbot, to consider the above issue. PSAbot supports keyword extraction and analysis for multiple posts to guide the users through questions. PSAbot applies word embedding, sentence similarity, LDA (Latent Dirichlet Allocation) topic modeling, and weighting functions to help filter out redundant information and decrease the time cost of browsing, and further improve the learning efficiency. The conducted experiments show that about 80% of the Top1 answers recommended by PSAbot can largely meet the user expectations.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122031918","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 : 2023-08-01DOI: 10.1109/CSEET58097.2023.00018
I. Cavrak, Alessio Bucaioni, R. Mirandola
Employing an agile development methodology, particularly Scrum, in a distributed student project setting is challenging for both teachers and involved students. Allowing distributed student teams to self-organize and assign key Scrum roles using various strategies, specifically regarding the locations of students taking on key roles, increases the complexity of such projects. In addition, the interaction of the Project Owner role with the project customer, which occurs outside the distributed student team, adds a new dimension to this problem. This paper investigates the impact of various key role assignment strategies, and their interactions, on the performance of distributed student projects. Furthermore, we investigate the intensity of collaboration within the distributed team and between key project roles, as well as their impact on project performance. We analyzed data collected on 37 distributed student projects conducted over the course of eight academic years. The results reveal that letting students assign key project roles regardless of their location in the distributed team has no significant impact on the quality of project outcomes. However, a deeper analysis uncovers that more educationally desirable assignments of those roles exist; favoring increased collaboration intensity within distributed student teams.
{"title":"Impact of Key Scrum Role Locations in Student Distributed Software Development Projects","authors":"I. Cavrak, Alessio Bucaioni, R. Mirandola","doi":"10.1109/CSEET58097.2023.00018","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00018","url":null,"abstract":"Employing an agile development methodology, particularly Scrum, in a distributed student project setting is challenging for both teachers and involved students. Allowing distributed student teams to self-organize and assign key Scrum roles using various strategies, specifically regarding the locations of students taking on key roles, increases the complexity of such projects. In addition, the interaction of the Project Owner role with the project customer, which occurs outside the distributed student team, adds a new dimension to this problem. This paper investigates the impact of various key role assignment strategies, and their interactions, on the performance of distributed student projects. Furthermore, we investigate the intensity of collaboration within the distributed team and between key project roles, as well as their impact on project performance. We analyzed data collected on 37 distributed student projects conducted over the course of eight academic years. The results reveal that letting students assign key project roles regardless of their location in the distributed team has no significant impact on the quality of project outcomes. However, a deeper analysis uncovers that more educationally desirable assignments of those roles exist; favoring increased collaboration intensity within distributed student teams.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123289122","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 : 2023-08-01DOI: 10.1109/CSEET58097.2023.00014
Yu Lu, André van der Hoek
Team-based projects are common in many software engineering classes, but come with a host of well-known problems such as social loafing, free-riding, and undesirable team dynamics. To counter these issues, many instructors use peer assessment. Unfortunately, current peer assessment approaches exhibit several limitations, including a typically time-consuming evaluation process, feedback being too infrequent or too late to make a difference for the project, and student ratings being unreliable. In this paper, we introduce the Daily Smirk, a preliminary prototype of a new peer assessment tool that is based on three primary design decisions: (1) peer assessment is continuous throughout the project, (2) assessment is through a lightweight smiley-based rating system, and (3) assessment is normalized around a neutral state so that additional feedback is only needed for outlier ratings. We elaborate on the design of the Daily Smirk and its primary functionality, and report on a preliminary evaluation in a software design course with three team-based projects.
{"title":"The Daily Smirk: A Preliminary Prototype for Continuous Peer Assessment of Team-based Projects","authors":"Yu Lu, André van der Hoek","doi":"10.1109/CSEET58097.2023.00014","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00014","url":null,"abstract":"Team-based projects are common in many software engineering classes, but come with a host of well-known problems such as social loafing, free-riding, and undesirable team dynamics. To counter these issues, many instructors use peer assessment. Unfortunately, current peer assessment approaches exhibit several limitations, including a typically time-consuming evaluation process, feedback being too infrequent or too late to make a difference for the project, and student ratings being unreliable. In this paper, we introduce the Daily Smirk, a preliminary prototype of a new peer assessment tool that is based on three primary design decisions: (1) peer assessment is continuous throughout the project, (2) assessment is through a lightweight smiley-based rating system, and (3) assessment is normalized around a neutral state so that additional feedback is only needed for outlier ratings. We elaborate on the design of the Daily Smirk and its primary functionality, and report on a preliminary evaluation in a software design course with three team-based projects.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131936871","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 : 2023-08-01DOI: 10.1109/CSEET58097.2023.00037
Stephan Krusche, Jonnathan Berrezueta-Guzman
Interactive learning has been highly successful in computer science education, leading to improved planning and execution of programming courses. This is accomplished through the amalgamation of exercises equipped with real-time feedback mechanisms, fostering an environment conducive to iterative performance enhancement. Communication portals facilitate knowledge sharing between students and instructors, while computer-based exams alleviate the instructors’ workload.This paper focuses on the implementation of interactive learning in a programming course for first-year computer science students. The course, attended by an aggregate of 70 students, predominantly inexperienced in programming, is detailed, along with the digital resources employed during its development, implementation, and evaluation. This paper contributes to demonstrating the effectiveness of this methodology which showcase promising outcomes in a performance comparison between two courses with varying student numbers. The propitious outcomes emanating from this analysis undergird the proposition for extending this interactive learning methodology to a broader spectrum of computer science curricular offerings.
{"title":"Introduction to Programming using Interactive Learning","authors":"Stephan Krusche, Jonnathan Berrezueta-Guzman","doi":"10.1109/CSEET58097.2023.00037","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00037","url":null,"abstract":"Interactive learning has been highly successful in computer science education, leading to improved planning and execution of programming courses. This is accomplished through the amalgamation of exercises equipped with real-time feedback mechanisms, fostering an environment conducive to iterative performance enhancement. Communication portals facilitate knowledge sharing between students and instructors, while computer-based exams alleviate the instructors’ workload.This paper focuses on the implementation of interactive learning in a programming course for first-year computer science students. The course, attended by an aggregate of 70 students, predominantly inexperienced in programming, is detailed, along with the digital resources employed during its development, implementation, and evaluation. This paper contributes to demonstrating the effectiveness of this methodology which showcase promising outcomes in a performance comparison between two courses with varying student numbers. The propitious outcomes emanating from this analysis undergird the proposition for extending this interactive learning methodology to a broader spectrum of computer science curricular offerings.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125056791","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 : 2023-08-01DOI: 10.1109/CSEET58097.2023.00012
Paul Grasserbauer, Reinhold Ploesch
Both physical and software products have a functional use for which they were designed. Putting a new project idea into action necessitates a clear, holistic vision of the expected gain and costs. However, gain (or value) can have many different manifestations that often go far beyond pure functionality. For one thing, it can be about purely monetary value, but it can also be about expanding the company’s reach, improving customer loyalty, displacing competitors, or generating other additional benefits for the company or the user. Cost and Value Engineering is a promising approach for addressing such a value-centered perspective without losing sight of expenses. In typical Software Engineering courses Software Engineering students learn how to deal with requirements in general, as well as user stories, epics, and other requirements artifacts in the context of agile software development projects. However, aside from rudimentary planning activities for user stories or epics, they rarely learn to apply good value prioritization techniques. The primary goal of this paper is to present a validation experiment for two cost and value engineering methods in order to determine whether these methods are appropriate and valuable in a student context. The results are promising, indicating that these methods should be used in software engineering courses on a regular basis. In order for these methodologies to be properly incorporated into Software Engineering courses, an integrated tool support is required.
{"title":"Value Based Prioritization of Requirements in Software Engineering Education","authors":"Paul Grasserbauer, Reinhold Ploesch","doi":"10.1109/CSEET58097.2023.00012","DOIUrl":"https://doi.org/10.1109/CSEET58097.2023.00012","url":null,"abstract":"Both physical and software products have a functional use for which they were designed. Putting a new project idea into action necessitates a clear, holistic vision of the expected gain and costs. However, gain (or value) can have many different manifestations that often go far beyond pure functionality. For one thing, it can be about purely monetary value, but it can also be about expanding the company’s reach, improving customer loyalty, displacing competitors, or generating other additional benefits for the company or the user. Cost and Value Engineering is a promising approach for addressing such a value-centered perspective without losing sight of expenses. In typical Software Engineering courses Software Engineering students learn how to deal with requirements in general, as well as user stories, epics, and other requirements artifacts in the context of agile software development projects. However, aside from rudimentary planning activities for user stories or epics, they rarely learn to apply good value prioritization techniques. The primary goal of this paper is to present a validation experiment for two cost and value engineering methods in order to determine whether these methods are appropriate and valuable in a student context. The results are promising, indicating that these methods should be used in software engineering courses on a regular basis. In order for these methodologies to be properly incorporated into Software Engineering courses, an integrated tool support is required.","PeriodicalId":256885,"journal":{"name":"2023 IEEE 35th International Conference on Software Engineering Education and Training (CSEE&T)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114056547","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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