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Software product line (SPL) engineering paradigm is commonly used to handle commonalities and variabilities of business applications to satisfy the specific needs or goal of a particular market. However, due to time and space complexities, testing all products is not feasible, and SPL testing is proven to be difficult due to a combinatorial explosion of the number of products to be considered. Combinatorial interaction testing (CIT) is suggested to reduce the size of test suites to overcome budget limitations and deadlines. CIT is conducted to fulfill certain quality attributes. This method can be further improvised through the prioritization of list configuration generated from CIT to gain better results in terms of efficiency and scalability, However, to the best of our knowledge, not much research has been done to evaluate existing Test Case Prioritization (TCP) techniques in SPL. This paper provides a survey of existing works on test case prioritization technique. This study provides classification and compares the best technique, trends, gaps and proposed frameworks based on the literature. The evaluation and discussion are using Normative Information Model-based Systems Analysis and Design (NIMSAD) on aspects that include context, content, and validation. The discussion highlights the lack of technique for scalability issue in SPL with most of the work is on academia setting but not on industrial practices.

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Digital literacy is becoming a key factor in today’s digital revolution age. Computational Thinking (CT) is a new digital literacy that is gradually being introduced in the school curriculum due to its applicability in the daily problem-solving process. Educational Robotics (ER) has been increasingly used as a pedagogical tool to attract students to learn computer programming, and when integrated with CT, they can be used to develop high-order thinking skills. However, intertwining between CT and ER remains a challenge for teachers. This paper describes a method to expose secondary school children to CT concepts and skills through ER learning activities. The method integrates the four CT core concepts, which are problem analysis and algorithm; abstraction; pattern recognition; and decomposition, in a two days’ ER workshop implementation. The result of the study shows that the method of integrating CT with ER has the potential to nurture students’ CT and programming skills. This study shows a statistically significant increase in the students' understanding of the two CT concepts which are pattern recognition and decomposition concepts.

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