Can we use the Flipped Classroom Model to teach Black-box Testing to Computer Students?

Paschoal, Leo Natan; Oliveira, Brauner R. N.; Nakagawa, Elisa Yumi; Souza, Simone do Rocio Senger de

doi:10.1145/3364641.3364659

Cited by 9 publications

(6 citation statements)

References 24 publications

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“…Teachers could achieve that by being flexible (adapt to change) [17], supportive, help students to develop ownership of learning [18], foster an environment where students take risks and share what they do not know about, and where failure is acceptable [16]. This role was often discussed within a flipped classroom implementation [19] that could give control to students to study the teaching material at their own pace and contact the teacher to solve problems and discuss their learning. In such conditions, a teacher is monitoring a student's progress and facilitates understanding through discussions [20].…”

Section: Introductionmentioning

confidence: 99%

When industry meets Education 4.0: What do Computer Science companies need from Higher Education?

Iniesto

Sargent

Rienties

et al. 2021

Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'21)

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Section: Introductionmentioning

confidence: 99%

When industry meets Education 4.0: What do Computer Science companies need from Higher Education?

Iniesto

Sargent

Rienties

et al. 2021

Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'21)

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“…This facilitative role was often discussed within a flipped classroom implementation [47] that could give control to students to study the teaching material at their own pace and contact the educator to solve problems and discuss their learning. In such conditions, the educator was monitoring student progress and facilitating understanding through discussions [61]. A educator as facilitator was also seen as the person strengthening communication, ethics, leadership, security and software skills [44].…”

Section: Resultsmentioning

confidence: 99%

Education 4.0 in higher education and computer science: A systematic review

Rienties

Ferguson

Gonda

et al. 2023

Comp Applic In Engineering

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Education 4.0 is a recently introduced concept focused on innovation, novelty, use of technology and connections with employment and industry. In particular, in engineering disciplines like computer science (CS) it is essential that educators keep up to date with industry developments. Indeed, how CS educators effectively design and implement innovative teaching and learning deserves more systematic attention. This study aims to catalogue and synthesise learning design approaches to teaching and learning within CS: (1) Which innovative pedagogic approaches are used in teaching of CS? (2) Which approaches align with Education 4.0? (3) What skills and competences do educators require to align CS teaching with Education 4.0? Our systematic literature review (SLR) included CS papers published between 2016 and 2020. Two hundred and thirty‐one studies were identified of which 66 were included in the final phase, which were coded by a multidisciplinary team. The findings indicated that many CS educators included Education 4.0 learning design elements. We found a clear distinctive three‐cluster solution: (1) EDU4 light, (2) project‐based/hands‐on learning and (3) full EDU4 (refer to Reference [7] conceptualisation, while Education 4.0 refers to our own definition [Reference 71]. These findings suggest three broad flavours when designing innovative CS practices, which might help educators align their practice.

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“…We then calculated a ∆ value, which represents the increment of knowledge observed after a learning session. Notice that a similar approach was adopted in prior research (Lyra et al, 2016;Paschoal et al, 2019) as a way to measure how much a student learned after a class. ∆ is calculated with the following formula, where X and Y are the numbers of correct answers in the post-test and pre-test, respectively, and i is a given student.…”

Section: Results and Analysismentioning

confidence: 99%

“…It is often hard to impart testing concepts and skills to students while keeping them engaged due to the inherent complexity of software testing. Recently, to cope with the challenges of teaching Software Engineering (SE) related concepts and skills, the SE education community has turned to novel pedagogical strategies such as flipped classroom (Paschoal et al, 2017(Paschoal et al, , 2019 and, more substantially, serious games and gamification (Clegg et al, 2017;Rojas and Fraser, 2016a;Anderson et al, 2015;Bell et al, 2011;Sheth et al, 2012;Yujian Fu and Clarke, 2016). Basically, gamification has to do with employing game design elements in non-game settings (Deterding et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Is It Worth Using Gamification on Software Testing Education? An Extended Experience Report in the Context of Undergraduate Students

Jesus

Ferrari

Paschoal

et al. 2020

JSERD

Self Cite

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Context: Testing is fundamental in the software development process. Nevertheless, testing education faces the key challenge of ensuring that undergraduate students acquire knowledge and skills they need for their future careers by matching what is taught in the classroom to industry standards. In this context, gamification can be used as an alternative educational approach. It uses game elements in real-world contexts in order to increase people's motivation and engagement in tasks that require external stimuli, especially in educational contexts.Objective: Reporting on results of an experimental study designed to assess the impact of gamification on software testing education, as well as reporting on the experience of building a supporting gamified platform. Method: We performed a systematic literature mapping aiming at characterizing how gamification has been explored in the software testing context. In addition, some of the problems faced by testing education were identified through an ad-hoc search. Then, we developed a gamified approach and a platform that have been used to run five 4-hour functional testing classes with undergraduate students from four Brazilian institutions of higher education.Results: Overall, students who learned with the traditional approach felt more motivated than those who learned with the gamified approach, whereas the performance of both groups were similar. On the other hand, feedback questionnaires indicated that the gamified class was more attractive (in terms of attention) and funny. Moreover, we observed that building a gamified platform is complex and challenging, particularly for the definition of the game mechanics and dynamics.Conclusion: Even though the results in terms of students' performance was neutral, and the motivation of students did not increase due to the introduction of gamification, the experience of having used this alternative approach is considered positive, as it provided a more enjoyable and funny environment, both from the researcher's and students' point of view. Furthermore, with this experience we foresee we can do better in terms of gamified teaching in future work.

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Can we use the Flipped Classroom Model to teach Black-box Testing to Computer Students?

Cited by 9 publications

References 24 publications

When industry meets Education 4.0: What do Computer Science companies need from Higher Education?

When industry meets Education 4.0: What do Computer Science companies need from Higher Education?

Education 4.0 in higher education and computer science: A systematic review

Is It Worth Using Gamification on Software Testing Education? An Extended Experience Report in the Context of Undergraduate Students

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