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With the increasing complexity of software systems, it is becom- ing more and more relevant for students in software engineering education to learn how to elicitate requirements from customers or stakeholders and visualize them in a diagram. This continues to present different challenges to novice modellers. To counter- act these, educators and researchers have developed support tools. These offer various functionalities to address different challenges. However, it is unclear what functionality needs to be provided to address all of these issues and not just individual ones. Therefore, this paper extracts such functional requirements and summarizes them. It also shows how they can be translated into activities during an exercise lesson.
Learning how to model software systems or components is con- sidered to be a central part in the education of future computer scientists. Students are usually introduced to this topic in software engineering courses. As de facto standard, most of them teach the Unified Modeling Language (UML) for creating diagrams in spe- cific contexts. This task regularly presents students with significant challenges, as has been widely discussed in literature. Therefore, it is not surprising that there are some tool-supported approaches provided by educators. These are often based on observations. How- ever, comprehensive research on actual students’ requirements and aspirations for such tools has so been missing. The contribution of this paper will be a qualitative requirements elicitation for students requirements for tools to support teaching of UML diagrams in software engineering education.
Development of an Authoring Tool for the Creation of Individual 3D Game-Based Learning Environments
(2023)
Game-based learning in general and serious games in particular have a promising potential in higher education. In this article we going to show the capability of serious games with regard to current challenges in higher education. The focus of this article is the presentation of the AdLer authoring tool, which offers lecturers the possibility to design and generate virtual 3D learning environments in which students can interact with learning content according to the principles of game-based learning.
Flipped teaching is an approach which is becoming increasingly popular. There are already various field reports and scientific findings in different educational institutions and subjects. The approach of flipped teaching also appears to be promising in the university subject of software engineering. This paper explores the question of how this approach can be evaluated in teaching areas such as software engineering in comparison to traditional eaching approaches. A long-term study is presented in which courses with flipped teaching and courses without flipped teaching are compared. In total, 11 courses were analyzed over a period of six years (N=157). The results show that flipped teaching in software engineering has great potential and is rated better by students than traditional teaching in many areas. At the same time, the study also raises questions, for example, it is not clear from the results that active involvement is higher in flipped teaching than in traditional teaching.
This paper aims to gather tools from the scientific literature that can be used to teach software design patterns and software architecture patterns. The underlying procedure is a systematic literture review based on Kitchenham’s methodology. In order to improve categorization and clarify the objectives and focus, this systematic literature review was classified according to Cooper’s taxonomy. The presentation of the results following the underlying research questions of the tools found and listed includes the general description, the presentation of the functionalities, the support of the tools in teaching as well as a classification of the functionalities into the five areas: description, detection, selection, application, and implementation.
Planning adaptive learning paths for students’ progress throughout a course can be a challenging task, although it can be helpful for their learning progress. Within the HASKI-System, students should be able to get their own, personalized learning paths. In this paper, we present an approach towards the learning path sequencing problem. This idea is based on a novel proposal for arranging learning objects in a multidimensional space, bringing the relationship and similarities of these objects into a new relationship. We show, that we can use both, the Ant Colony Optimization Algorithm and the Genetic Algorithm with the idea of the Traveling-Salesman-Problem and get results, that are comparable with a proposed literature-based adaption mechanism. Nevertheless, the learning paths are all personalized based on the Felder & Silverman Learning Style Model and the hyperspace model will allow us later on to include more dimensions for other influencing factors.
This paper describes an investigation into the possibility of defining a customized course in Moodle, a popular learning management system. The aim was to define a course independently of Moodle, and to implement the course without making any modifications
to the configuration of the Moodle system. Two methods were considered: The Moodle REST-API and the restore functionality of Moodle. The latter method was chosen, and the paper details the structure of Moodle backup zip (MBZ) files and the creation of a generator that builds the required file and folder structure. The generator reads a Domain-Specific Language (DSL) document, parses it, and creates the required backup folders and XML files, which are then packed into an MBZ file. This paper provides technical details about the MBZ file structure and the implementation of the generator, as well as a flow chart that describes the steps needed to create an H5P-File into the MBZ file structure. This work has implications for the development of customized courses in Moodle without modifying the Moodle instance.
Development of a Short Form of the Index of Learning Styles for the Use in Adaptive Learning Systems
(2023)
The aim of this research was to propose a short form of the Index of Learning Styles questionnaire for use in an adaptive learning system in the context of higher education. Learning Styles have been used as the basis for user-centered adaptive learning in numerous cases. Although the empirical evidence is still questionable, there are studies that have concluded that LS have an effect on education. Due to their wide usage in technology-enhanced adaptive learning systems, there is a demand for efficient ways to discover the learning styles of individuals. Questionnaires are useful in solving the cold start problem which these systems can encounter. The original Index of Learning Styles, based on the Felder-Silverman Learning Style Model, consists of 44 dichotomous questions which are evenly split into four dimensions. This research paper advocates for a short version of the Index of Learning Styles with 20 questions, which includes five questions referring to each dimension. These questions were selected using Exhaustive Feature Selection and evaluating different models using cross-validation. After statistical analysis, we deem the results as adequate for the desired purpose and promising for practical use. We are publishing our anonymized dataset, as well as the source code used for data analysis in the context of the HASKI project.<fn id="fn1">1 https://github.com/HASKI-RAK/paper/tree/main/ShortFormILS </fn>
Creating class diagrams from given texts is an important skill for software engineering students in higher computer science education. Choosing the right diagram components and arranging them correctly regularly challenges students. Therefore, a thoughtful teaching approach is required from educators. Creating such exercises for different courses with different contexts is time-consuming for educators. In preparation for an upcoming exam, students are limited to few available exercise texts. To address these challenges, a deep learning model was trained to automatically generate textual exercises for software engineering education. To verify whether the model is suitable for educational purposes or not, a study with software engineering students has been conducted. The results show, that the texts are well understood according to grammar and sentence structure. Also, students found the created exercise useful and would like to use comparable exercises for exam preparation.
In the field of computer science, Continuous Practices enable companies to frequently and instantly provide new software and products to customers and stakeholders. With a growing interest in these practices, some secondary literature has been published within this research area. However, there are still open questions when it comes to teaching such practices to computer science students. With more and more companies demanding these skills from graduated students, educating them the required knowledge and skills is necessary. This systematic literature review follows the methodology of Kitchenham and analyses which of these practices are taught in higher computer science education. Along with the kind of courses that use them, it is reviewed how they are taught in higher computer science education and how these approaches differ from each other. The systematic literature review points out, that there are currently different teaching approaches described in literature. The review might help educators to gain new ideas of how to develop an own course to teach such practices or how to implement such contents into existing courses.