Beyond Surveys: Analyzing Software Development Artifacts to Assess Teaching Efforts

Matthies, Christoph; Teusner, Ralf; Hesse, Guenter

doi:10.1109/fie.2018.8659205

Cited by 12 publications

(5 citation statements)

References 29 publications

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“…Therefore, future studies should attempt to investigate different types of instructor visibility. Moreover, the present study particularly examined the products of learning, that is, learning outcomes and subjective perceptions; whereas the process of learning (e.g., based on additional data sources [53]) such as visual attention allocation was not investigated.…”

Section: Discussionmentioning

confidence: 99%

Instructor Presence in Video Lectures: Preliminary Findings From an Online Experiment

Przybyłek

2021

IEEE Access

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Motivation. Despite the widespread use of video lectures in online and blended learning environments, there is still debate whether the presence of an instructor in the video helps or hinders learning. According to social agency theory, seeing the instructor makes learners believe that s/he is personally teaching them, which leads to deeper cognitive processing and, in turn, better learning outcomes. Conversely, according to cognitive load theory, adding an image of the instructor may hinder attentional engagement with lecture content due to split-attention effect. Not only are theoretical propositions conflicting, but so is the empirical evidence as well. Objective. This study investigates the effects of the presence of the instructor's face in the corner of an educational video on learning outcomes, perceived cognitive load, and perceived social presence in the context of foreign language vocabulary learning. Method. In an online quasi-controlled experiment with between-subject design, 112 participants were randomly assigned to view a 10-min-long educational video in one of two conditions: instructor-present or instructor-absent. As for the latter condition, the face was shown only at the introduction of the presentation. Afterwards, participants completed a retention test as well as a cognitive load and social presence questionnaire. Results. No significant differences were found for any dependent variable. Conclusion. Individuals differ so much in their language aptitude as well as motivation to perform well that random assignment is probably not enough to ensure balanced groups in this particular study context. Besides, the approach that we used to measure cognitive load as well as social presence is not suited for between-subject design, even though it was previously used in such settings.

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Section: Discussionmentioning

confidence: 99%

Instructor Presence in Video Lectures: Preliminary Findings From an Online Experiment

Przybyłek

2021

IEEE Access

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“…Students employ the same development tools that are used in industry, including issue trackers and version control systems, which are hosted on GitHub. These systems, while allowing for easier collaboration, also contain a large amount of information on how students work in their teams [18], [19]. In addition to students gaining experience with a popular industry tool, research has shown that students benefited from GitHub's transparent workflow [20].…”

Section: Study Contextmentioning

confidence: 99%

Attitudes, Beliefs, and Development Data Concerning Agile Software Development Practices

Matthies

Huegle

Dürschmid

et al. 2019

2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

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The perceptions and attitudes of developers impact how software projects are run and which development practices are employed in development teams. Recent agile methodologies have taken this into account, focusing on collaboration and shared team culture. In this research, we investigate the perceptions of agile development practices and their usage in Scrum software development teams. Although perceptions collected through surveys of 42 participating students did not evolve significantly over time, our analyses show that the Scrum role significantly impacted participants' views of employed development practices. We find that using the version control system according to agile ideas was consistently rated most related to the values of the Agile Manifesto. Furthermore, we investigate how common software development artifacts can be used to gain insights into team behavior and present the development data measurements we employed. We show that we can reliably detect well-defined agile practices, such Test-Driven Development, in this data and that usage of these practices coincided with participants' selfassessments.

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“…Most proposed Retrospective exercises focus on gathering the perceptions and experiences of team members and extracting improvement opportunities from them. Another view of the project reality is available through the artifacts that are produced by software developers in the course of their daily work [13]. Table 1 lists an extract of popular tools and the data that can be extracted from them.…”

Section: Introductionmentioning

confidence: 99%

Mining for Process Improvements

Matthies

Dobrigkeit

Hesse

2020

Proceedings of the IEEE/ACM 42nd International Conference on Software Engineering Workshops

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Software Repositories contain knowledge on how software engineering teams work, communicate, and collaborate. It can be used to develop a data-informed view of a team's development process, which in turn can be employed for process improvement initiatives. In modern, Agile development methods, process improvement takes place in Retrospective meetings, in which the last development iteration is discussed. However, previously proposed activities that take place in these meetings often do not rely on project data, instead depending solely on the perceptions of team members. We propose new Retrospective activities, based on mining the software repositories of individual teams, to complement existing approaches with more objective, data-informed process views. CCS CONCEPTS • Software and its engineering → Agile software development.

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Beyond Surveys: Analyzing Software Development Artifacts to Assess Teaching Efforts

Cited by 12 publications

References 29 publications

Instructor Presence in Video Lectures: Preliminary Findings From an Online Experiment

Instructor Presence in Video Lectures: Preliminary Findings From an Online Experiment

Attitudes, Beliefs, and Development Data Concerning Agile Software Development Practices

Mining for Process Improvements

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