@misc{BroserFalterŁawrowskietal., author = {Broser, Christian and Falter, Thomas and Ławrowski, Robert Damian and Altenbuchner, Amelie and V{\"o}gele, Daniel and Koss, Claus and Schlamp, Matthias and Dunnweber, Jan and Steffens, Oliver and Heckner, Markus and Jaritz, Sabine and Schiegl, Thomas and Corsten, Sabine and Lauer, Norina and Guertler, Katherine and Koenig, Eric and Haug, Sonja and Huber, Dominik and Birkenmaier, Clemens and Krenkel, Lars and Wagner, Thomas and Justus, Xenia and Saßmannshausen, Sean Patrick and Kleine, Nadine and Weber, Karsten and Braun, Carina N. and Giacoppo, Giuliano and Heinrich, Michael and Just, Tobias and Schreck, Thomas and Schnabl, Andreas and Gilmore, Amador T{\´e}ran and Roeslin, Samuel and Schmid, Sandra and Wellnitz, Felix and Malz, Sebastian and Maurial, Andreas and Hauser, Florian and Mottok, J{\"u}rgen and Klettke, Meike and Scherzinger, Stefanie and St{\"o}rl, Uta and Heckner, Markus and Bazo, Alexander and Wolff, Christian and Kopper, Andreas and Westner, Markus and Pongratz, Christian and Ehrlich, Ingo and Briem, Ulrich and Hederer, Sebastian and Wagner, Marcus and Schillinger, Moritz and G{\"o}rlach, Julien and Hierl, Stefan and Siegl, Marco and Langer, Christoph and Hausladen, Matthias and Schreiner, Rupert and Haslbeck, Matthias and Kreuzer, Reinhard and Br{\"u}ckl, Oliver and Dawoud, Belal and Rabl, Hans-Peter and Gamisch, Bernd and Schmidt, Ottfried and Heberl, Michael and G{\"a}nsbauer, Bianca and Bick, Werner and Ellermeier, Andreas and Monkman, Gareth J. and Prem, Nina and Sindersberger, Dirk and Tschurtschenthaler, Karl and Aurbach, Maximilian and Dendorfer, Sebastian and Betz, Michael A. and Szecsey, Tamara and Mauerer, Wolfgang and Murr, Florian}, title = {Forschung 2018}, editor = {Baier, Wolfgang}, address = {Regensburg}, organization = {Ostbayerische Technische Hochschule Regensburg}, isbn = {978-3-9818209-5-9}, doi = {10.35096/othr/pub-1382}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-13826}, pages = {98}, subject = {Forschung}, language = {de} } @misc{ReuterLangerHauseretal., author = {Reuter, Rebecca and Langer, Thomas and Hauser, Florian and Muckelbauer, Daniel and Gegenfurtner, Andreas}, title = {Automatic generation of areas of interest in eye tracking: The case of software engineering}, series = {Earli Book of Abstracts}, journal = {Earli Book of Abstracts}, publisher = {RWTH Aachen}, language = {en} } @misc{GegenfurtnerBoucheixGruberetal., author = {Gegenfurtner, Andreas and Boucheix, Jean-Michel and Gruber, Hans and Hauser, Florian and Lehtinen, Erno and Lowe, Richard K.}, title = {Der Gaze Relational Index als Indikator visueller Expertise}, series = {51. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie : 15. bis 20. September 2018, Goethe-Universit{\"a}t Frankfurt am Main, Campus Westend}, journal = {51. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie : 15. bis 20. September 2018, Goethe-Universit{\"a}t Frankfurt am Main, Campus Westend}, issn = {2573-2773}, pages = {402}, abstract = {Eye tracking is a powerful technique that helps reveal how people process visual information. This paper discusses a novel metric for indicating expertise in visual information processing. Named the Gaze Relational Index (GRI), this metric is defined as the ratio of mean fixation duration to fixation count. Data from two eye-tracking studies of professional vision and visual expertise in using 3D dynamic medical visualizations are presented as cases to illustrate the suitability and additional benefits of the GRI. Calculated values of the GRI were higher for novices than for experts, and higher in non-representative, semi-familiar / unfamiliar task conditions than in domain-representative familiar tasks. These differences in GRI suggest that, compared to novices, experts engaged in more knowledge-driven, top-down processing that was characterized by quick, exploratory visual search. We discuss future research aiming to replicate the GRI in professional domains with complex visual stimuli and to identify the moderating role of cognitive ability on GRI estimates.}, language = {de} } @inproceedings{StauferHauserEzeretal., author = {Staufer, Susanne and Hauser, Florian and Ezer, Timur and Grabinger, Lisa and Nadimpalli, Vamsi Krishna and R{\"o}hrl, Simon and Bugert, Flemming and Bittner, Dominik and Mottok, J{\"u}rgen}, title = {EVALUATION OF THE LEARNING MANAGEMENT SYSTEM PYTHIA}, series = {EDULEARN Proceedings: 16th International Conference on Education and New Learning Technologies, Palma, Spain. 1-3 July, 2024}, booktitle = {EDULEARN Proceedings: 16th International Conference on Education and New Learning Technologies, Palma, Spain. 1-3 July, 2024}, publisher = {IATED}, issn = {2340-1117}, doi = {10.21125/edulearn.2024.2189}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-73474}, pages = {9089 -- 9098}, abstract = {Learning management systems gain importance due to the Corona pandemic. To personalize such a learning management system, a Moodle adaption named Pythia was created. Pythia is implemented as a Moodle plugin solution. The possibility of generating learning paths with various algorithms and the change of the graphical user interface is significant. Learning paths are generated with two different algorithms. Nestor algorithm generates learning paths with a Bayesian network, while Tyche algorithm uses a Markov model. The graphical user interface is adapted to the generated learning paths where learning element symbols are customized and the individual learning paths are depicted. This paper presents the results of a qualitative survey among German students with the aim of evaluating the first version of the learning management system Pythia. 25 students took the subject "Software Engineering for Safe and Secure Systems" in the winter term of 2023/24. The 68 asked questions focus on usage behavior, graphical user interface, usability, preferences, volume, and quality of learning elements, and learning paths. Our Moodle course for the lecture contains seven sections, each section has minimum one subsection on which the learning path is calculated. Last three sections are designed by presenting minimum one learning element of each learning element category except the collaboration tool. In a previous work, ten learning element categories were designed and evaluated comprising manuscript, brief overview, learning goal, quiz, exercise, summary, three types of additional material, and collaboration tool. The first sections are left as they are initially designed by the lecturer (normal section). The survey considers the difference between normal sections and diverse sections. Furthermore, the generated learning paths are evaluated. 13 students undertook Nestor learning paths, whereas 12 undertook Tyche learning paths. The results suggest that for the majority of students, the learning element symbols are well-chosen. Moreover, all students wish the elements relevant to the exam to be labelled. 23 students are overwhelmed by the number of learning elements in the last sections of the Moodle course. In the future, some suggestions will be implemented such as the labelling of exam relevant learning elements. To overcome the overload of learning elements, a strategy could be developed like hiding learning elements not preferred by the learning path algorithm.}, language = {en} } @article{GrabingerHauserMottok, author = {Grabinger, Lisa and Hauser, Florian and Mottok, J{\"u}rgen}, title = {On the perception of graph layouts}, series = {Journal of Software: Evolution and Process}, journal = {Journal of Software: Evolution and Process}, publisher = {Wiley}, doi = {10.1002/smr.2599}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-62973}, abstract = {In the field of software engineering, graph-based models are used for a variety of applications. Usually, the layout of those graphs is determined at the discretion of the user. This article empirically investigates whether different layouts affect the comprehensibility or popularity of a graph and whether one can predict the perception of certain aspects in the graph using basic graphical laws from psychology (i.e., Gestalt principles). Data on three distinct layouts of one causal graph is collected from 29 subjects using eye tracking and a print questionnaire. The evaluation of the collected data suggests that the layout of a graph does matter and that the Gestalt principles are a valuable tool for assessing partial aspects of a layout.}, language = {en} } @misc{HauserReuterGegenfurtneretal., author = {Hauser, Florian and Reuter, Rebecca and Gegenfurtner, Andreas and Gruber, Hans and Mottok, J{\"u}rgen and Hutzler, Ivonne}, title = {Heuristics in Software Modelling: An Eyetracking Study}, series = {Earli Book of Abstracts}, journal = {Earli Book of Abstracts}, publisher = {RWTH Aachen}, abstract = {To investigate the role of heuristics in the domain of software engineering, an eye tracking study was conducted in which experts and novices were compared. The study focused on one of the most challenging parts in this domain: the generation of an object model for a software product based on a requirements specification. During their training, software engineers are taught different techniques to solve this task. One of these techniques is the noun/verb analysis. However, it is still unclear to what extent novice and expert programmers are making use of it. Ideally, the noun/verb analysis works as a heuristic and helps programmers to make fast and accurate decisions. Participants in the study were 40 software programmers at four levels of expertise (novices, intermediates, experienced rogrammers, experts). They were presented with ten decision tasks. In each task, participants read a requirement specification and then had to choose one out of three presented class diagrams that they considered the best solution. During the task, their eye movements were recorded. Results show that all participants used the noun/verb analysis as a heuristic. Programmers with higher levels of expertise, however, outperformed programmers with lower levels of expertise. Interestingly, the more experienced programmers were not following the noun/verb analysis in a blindfolded way. They realised that the noun/verb analysis would produce diagrams, but a skilled software architect would not model them in this way. Instead they created their models in a way that they perceived as more logical and realistic}, language = {en} } @inproceedings{GruberWolffMottoketal., author = {Gruber, Hans and Wolff, Christian and Mottok, J{\"u}rgen and Bazo, Alexander and Hauser, Florian and Schreistetter, Stefan}, title = {Tutorial on Software Engineering Education in Co-Located Multi-User Eye-Tracking-Environments}, series = {Proceedings of the 32nd IEEE Conference on Software Engineering Education and Training: Munich, November 2020}, booktitle = {Proceedings of the 32nd IEEE Conference on Software Engineering Education and Training: Munich, November 2020}, doi = {10.1109/CSEET49119.2020.9206170}, abstract = {We briefly describe a tutorial on the application of Eye-Tracking technology for Software Engineering Education. We will showcase our setup of a large-scale Eye-Tracking-Classroom and its usage for real-time improvement of traditional learning scenarios in Software Engineering Education. We will focus on the integration of gaze data into modern integrated development environments (IDEs) and demonstrate a complete workflow for its usage in co-located multi-user Eye-Tracking-Environments.}, language = {en} } @inproceedings{HauserSchreistetterReuteretal., author = {Hauser, Florian and Schreistetter, Stefan and Reuter, Rebecca and Mottok, J{\"u}rgen and Gruber, Hans and Holmqvist, Kenneth and Schorr, Nick}, title = {Code reviews in C++: Preliminary results from an eye tracking study}, series = {ETRA '20 Short Papers: ACM Symposium on Eye Tracking Research and ApplicationsJune 2020}, booktitle = {ETRA '20 Short Papers: ACM Symposium on Eye Tracking Research and ApplicationsJune 2020}, isbn = {ISBN 9781450371346}, doi = {10.1145/3379156.3391980}, pages = {1 -- 5}, abstract = {Code reviews are an essential part of quality assurance in modern software projects. But despite their great importance, they are still carried out in a way that relies on human skills and decisions. During the last decade, there have been several publications on code reviews using eye tracking as a method, but only a few studies have focused on the performance differences between experts and novices. To get a deeper understanding of these differences, the following experiment was developed: This study surveys expertise-related differences in experts', advanced programmers', and novices' eye movements during the review of eight short C++ code examples, including correct and erroneous codes. A sample of 35 participants (21 novices, 14 advanced and expert programmers) were recruited. A Tobii Spectrum 600 was used for the data collection. Measures included participants' eye movements during the code review, demographic background data, and cued retrospective verbal comments on replays of their own eye movement recordings. Preliminary results give proof for experience-related differences between participants. Advanced and expert programmers performed significantly better in case of error detection and the eye tracking data implies a more efficient reviewing strategy.}, language = {en} } @inproceedings{HauserStarkMottoketal., author = {Hauser, Florian and Stark, Theresa and Mottok, J{\"u}rgen and Gruber, Hans and Reuter, Rebecca}, title = {Deliberate Practice in Programming: How is it carried out by programmers?}, series = {ECSEE '20: Proceedings of the 4th European Conference on Software Engineering Education, Seeon, Germany, June 2020}, booktitle = {ECSEE '20: Proceedings of the 4th European Conference on Software Engineering Education, Seeon, Germany, June 2020}, isbn = {ISBN 9781450377522}, doi = {10.1145/3396802.3396815}, pages = {42 -- 46}, abstract = {This work in progress study examines through which activities programmers perform deliberate practice to improve their own skills in coding and programming. For this reason, a qualitative questionnaire was developed and conducted with a sample of 22 participants. The results indicate that programmers perform formal and informal forms of training and learning. Typically, a classical programming training in the context of a university course or for work-related reasons is a first step in the acquisition of expertise. Building on these basic skills, non-formal and informal learning activities are carried out by the learners. Especially the social interaction and the collaborative work with other programmers is of great importance in this context. The activities mentioned by the test persons fulfil the characteristics of deliberate practice and will be examined more closely in a further study.}, language = {en} } @inproceedings{ReuterHauserMuckelbaueretal., author = {Reuter, Rebecca and Hauser, Florian and Muckelbauer, Daniel and Stark, Theresa and Antoni, Erika and Mottok, J{\"u}rgen and Wolff, Christian}, title = {Using augmented reality in software engineering education? First insights to a comparative study of 2D and AR UML modeling}, series = {Proceedings of the 52nd Hawaii International Conference on System Sciences (HICSS) and 31st Conference on Software Engineering Education and Training (CSEE\&T), January 8 - 11, 2019 Grand Wailea, Hawaii}, booktitle = {Proceedings of the 52nd Hawaii International Conference on System Sciences (HICSS) and 31st Conference on Software Engineering Education and Training (CSEE\&T), January 8 - 11, 2019 Grand Wailea, Hawaii}, doi = {10.24251/HICSS.2019.938}, pages = {7798 -- 7807}, abstract = {Although there has been much speculation about the potential of Augmented Reality (AR) in teaching for learning material, there is a significant lack of empirical proof about its effectiveness and implementation in higher education. We describe a software to integrate AR using the Microsoft Hololens into UML (Unified Modeling Language) teaching. Its user interface is laid out to overcome problems of existing software. We discuss the design of the tool and report a first evaluation study. The study is based upon effectiveness as a metric for students performance and components of motivation. The study was designed as control group experiment with two groups. The experimental group had to solve tasks with the help of the AR modeling tool and the control group used a classic PC software. We identified tendencies that participants of the experimental group showed more motivation than the control group. Both groups performed equally well}, language = {en} } @inproceedings{ReuterKnietzschHauseretal., author = {Reuter, Rebecca and Knietzsch, Marco and Hauser, Florian and Mottok, J{\"u}rgen}, title = {Supporting Abstraction Skills Using Augmented Reality?}, series = {ITiCSE '19, Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, July 2019, Aberdeen Scotland UK}, booktitle = {ITiCSE '19, Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, July 2019, Aberdeen Scotland UK}, doi = {10.1145/3304221.3325562}, abstract = {We investigated the potential of augmented reality (AR) to enable visualization of abstract concepts and present the first iteration of a teaching experiment that evaluates the use of AR as support for abstraction skills. Students were confronted with the task to present and explain information to different groups of stakeholders at the example of a coffee machine. Results show that students find it helpful to have a visual app-prototype and especially one that can be disassembled in different levels. The main goal was to sensitize students for the need to think about and to abstract information for certain roles and perspectives.}, language = {en} }