User involvement in software engineering has been researched over the last three decades. However, existing studies concentrate mainly on early phases of user-centered design projects, while little is known about how professionals work with post-deployment end-user feedback. In this paper we report on an empirical case study that explores the current practice of user involvement during software evolution.We found that user feedback contains important information for developers, helps to improve software quality and to identify missing features. In order to assess its relevance and potential impact, developers need to analyze the gathered feedback, which is mostly accomplished manually and consequently requires high effort. Overall, our results show the need for tool support to consolidate, structure, analyze, and track user feedback, particularly when feedback volume is high. Our findings call for a hypothesis-driven analysis of user feedback to establish the foundations for future user feedback tools.
There is an acknowledged need for teaching realistic software development in project courses. The design space for such courses is wide, ranging from single-semester to two-semester courses, from single-client to multicustomer courses, from local to globally distributed courses, and from toy projects to projects with real clients. The challenge for a nontrivial project course is how to make the project complex enough to enrich students’ software engineering experience, yet realistic enough to have a teaching environment that does not unduly burden students or the instructor. We describe a methodology for project courses that is realizable for instructors, improves students’ skills, and leads to viable results for industry partners. In particular, recent advances in release management and collaboration workflows reduce the effort of students and instructors during delivery and increase the quality of the deliverables. To enable release and feedback management, we introduce Rugby, an agile process model based on Scrum that allows reacting to changing requirements. To improve early communication, we use Tornado, a scenario-based design approach that emphasizes the use of informal models for the interaction between clients and students. The combination of Rugby and Tornado allows students to deal with changing requirements, produce multiple releases, and obtain client feedback through the duration of the course. We describe our experience with more than 300 students working on 40 projects with external clients over a 4-year period. In the latest instance of our course, the students have produced more than 7000 builds with 600 releases for eleven clients. In an evaluation of the courses, we found that the introduction of Rugby and Tornado significantly increased students’ technical skills, especially with respect to software engineering, usability engineering, and configuration management, as well as their nontechnical skills such as communication with the client, teamwork, presentation, and demo management. Finally, we discuss how other instructors can adapt the course concept.
Emotions play an important role in determining work results and how team members collaborate within a project. When working in large, distributed teams, members can lose awareness of the emotional state of the project. We propose an approach to improve emotional awareness in software development teams by means of quantitative emotion summaries. Our approach automatically extracts and summarizes emotions expressed in collaboration artifacts by combining probabilistic topic modeling with lexical sentiment analysis techniques. We applied the approach to 1000 collaboration artifacts produced by three development teams in a three month period. Interviews with the teams' project leaders suggest that the proposed emotion summaries have a good correlation with the emotional state of the project, and could be useful for improving emotional awareness. However, the interviews also indicate that the current state of the summaries is not detailed enough and further improvements are needed.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.