@inproceedings{ReuterBeslmeislMottok, author = {Reuter, Rebecca and Beslmeisl, Magdalena and Mottok, J{\"u}rgen}, title = {Work in Progress: Teaching-Obstacles in Higher Software Engineering Education}, series = {8th IEEE Global Engineering Education Conference (EDUCON 2017), Athens, Greece}, booktitle = {8th IEEE Global Engineering Education Conference (EDUCON 2017), Athens, Greece}, doi = {10.1109/EDUCON.2017.7943067}, pages = {1631 -- 1635}, abstract = {Software Engineering is very abstract and complex by nature. Teaching Software Engineering in higher education is therefore still a big challenge. Although we implemented inductive teaching and learning methods in our courses for several years, we do not have a panacea. This paper aims to identify the remaining teaching obstacles in our Software Engineering courses with regard to the concrete teaching content. We present first ideas on how to overcome these teaching obstacles by the application of Augmented and/or Virtual Reality techniques with regard to the identified obstacles.}, language = {en} } @inproceedings{ReuterHauserGoldVeerkampetal., author = {Reuter, Rebecca and Hauser, Florian and Gold-Veerkamp, Carolin and Mottok, J{\"u}rgen and Abke, J{\"o}rg}, title = {Towards a Definition and Identification of Learning Obstacles in Higher Software Engineering Education}, series = {EDULEARN17 Proceedings, 9th International Conference on Education and New Learning Technologies, 3-5 July, 2017, Barcelona, Spain}, booktitle = {EDULEARN17 Proceedings, 9th International Conference on Education and New Learning Technologies, 3-5 July, 2017, Barcelona, Spain}, isbn = {978-84-697-3777-4}, issn = {2340-1117}, doi = {10.21125/edulearn.2017.0943}, pages = {10259 -- 10267}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{ReuterKuhnMottok, author = {Reuter, Rebecca and Kuhn, Martina and Mottok, J{\"u}rgen}, title = {A Two-Sided Approach of Applying Software Engineering Perspectives in Higher Education}, series = {Teaching and Learning in a Digital World, ICL 2017, Proceedings of the 20th International Conference on Interactive Collaborative Learning - Volume 1}, booktitle = {Teaching and Learning in a Digital World, ICL 2017, Proceedings of the 20th International Conference on Interactive Collaborative Learning - Volume 1}, pages = {460 -- 467}, language = {en} } @inproceedings{ReuterHauserGoldVeerkampetal., author = {Reuter, Rebecca and Hauser, Florian and Gold-Veerkamp, Carolin and Stark, Theresa and Kis, Juliane and Mottok, J{\"u}rgen and Abke, J{\"o}rg and Meyer, Dany}, title = {Towards the construction of a questionnaire for the identification of learning obstacles}, series = {2018 IEEE Global Engineering Education Conference (EDUCON 2018), 17-20 April, 2018, Santa Cruz de Tenerife, Spain}, booktitle = {2018 IEEE Global Engineering Education Conference (EDUCON 2018), 17-20 April, 2018, Santa Cruz de Tenerife, Spain}, doi = {10.1109/EDUCON.2018.8363266}, pages = {457 -- 466}, abstract = {This paper deals with the identification of learning ob-stacles using the questionnaire method. Therefore, two iterations were proceeded: The first one was part of a survey that was carried out at four lo-cations at universities of applied sciences. We asked students about obstructive facts in general providing items for five learning ob-stacle dimensions that were set up before; emotional/motivational, epistemological/cognitive, didactical, resource-related and meta-cognitive learning obstacle dimensions. After the general part, we asked them to answer the same question, but in relation to the - in their opinion - most difficult learning content. With this question, we aim to get indications regarding to epistemological obstacles. In a second step, we used the "Motivated Strategies for Learning Questionnaire", which was developed by Pintrich [1] as a basis to develop a questionnaire that extracts learning obstacles. In its original version, the "Motivated Strategies for Learning Question-naire" was intended to measure students' learning strategies, but, as the obstacle dimensions were partly derived from learning strategy classification, we chose this already validated question-naire [2]. Within this iteration, we could confirm a five-factor structure of the questionnaire that could be mapped to the five be-fore set learning obstacle dimensions.}, language = {en} } @inproceedings{HauserReuterGruberetal., author = {Hauser, Florian and Reuter, Rebecca and Gruber, Hans and Mottok, J{\"u}rgen}, title = {Research competence: Modification of a questionnaire to measure research competence at universities of applied sciences}, series = {IEEE Global Engineering Education Conference (EDUCON), 17-20 April 2018, Santa Cruz de Tenerife, Spain}, booktitle = {IEEE Global Engineering Education Conference (EDUCON), 17-20 April 2018, Santa Cruz de Tenerife, Spain}, doi = {10.1109/EDUCON.2018.8363216}, pages = {109 -- 117}, abstract = {This paper deals with the validation and modification of the German questionnaire "F-Komp". In its original version, it was intended to measure university students' research competences. In the beginning of this study, there were only a few tools available which were reliable. For the purposes of this study, they were not suitable. At the same time, there was no validated version of the F-Komp available, which made the whole validation process for further usage necessary. This questionnaire is based on a structure, which consist of different skills and knowledge and is focused on measuring research competence in general. The validation and modification of the F-Komp is therefore the aim of our contribution as well as a revised version of the questionnaire. We proceeded an explorative factor and a reliability analysis to do a general evaluation of the tool. Some modifications were done in the questionnaire to make it more suitable to the requirements of technical oriented universities of applied sciences [5]. Our revised version is slightly longer and contains several items to gather data about the participants demographics. The modified questionnaire is based on a more appropriate factor structure. This structure is more practically oriented and pays attention to ethical issues. In future cases, this questionnaire will be used in research oriented courses to measure students' progress in acquiring the knowledge and methods which are necessary to perform as a scientist in different research areas.}, language = {en} } @inproceedings{HauserGegenfurtnerHutzleretal., author = {Hauser, Florian and Gegenfurtner, Andreas and Hutzler, Ivonne and Reuter, Rebecca and Mottok, J{\"u}rgen}, title = {Eye movement patterns in source code review}, series = {EARLI SIG 17 and 25 Biennial Conference 2018, Cambridge, United Kingdom}, booktitle = {EARLI SIG 17 and 25 Biennial Conference 2018, Cambridge, United Kingdom}, abstract = {This study is based on the work of Uwano, Nakamura, Monden and Matsumoto (2006) who tried to identify programmers' eye movements in source code reviews by using eye tracking technology. The researchers were able to identify certain eye movement patterns but due to the technical limitations of earlier eye tracking systems and a small sample they could not find a valid proof for their existence. Now, twelve years later, the eye tracking technology has made significant improvements and is able to capture programmers' reading behavior in an unobtrusive and precise way. Now the goal is to verify the described patterns by using eye tracking data from expert and novice programmers. In the experiment they have to detect errors in six different codes and take part in a retrospective interview. At the moment, data collections are ongoing. At the time of the conference, we will present the results of our analyses.}, language = {en} } @inproceedings{HutzlerHauserReuteretal., author = {Hutzler, Ivonne and Hauser, Florian and Reuter, Rebecca and Mottok, J{\"u}rgen and Gruber, Hans}, title = {Will the noun/verb analysis be used to generate class diagrams? An eye tracking study}, series = {IATED, 11th International Conference of Education, Research and Innovation (ICERI 2018), 12-14 November 2018, Seville, Spain}, booktitle = {IATED, 11th International Conference of Education, Research and Innovation (ICERI 2018), 12-14 November 2018, Seville, Spain}, doi = {10.21125/iceri.2018.1103}, pages = {505 -- 514}, language = {en} } @inproceedings{HauserMottokReuteretal., author = {Hauser, Florian and Mottok, J{\"u}rgen and Reuter, Rebecca and Hutzler, Ivonne and Gruber, Hans}, title = {Eye movement patterns in software engineering - What differs the expert from the novice?}, series = {IATED, 11th International Conference of Education, Research and Innovation (ICERI 2018), 12-14 November 2018, Seville, Spain}, booktitle = {IATED, 11th International Conference of Education, Research and Innovation (ICERI 2018), 12-14 November 2018, Seville, Spain}, doi = {10.21125/iceri.2018.1129}, language = {en} } @inproceedings{KnietzschMuckelbauerReuteretal., author = {Knietzsch, Marco and Muckelbauer, Daniel and Reuter, Rebecca and Mottok, J{\"u}rgen}, title = {Experimental Verification of Indicated Benefits Of Integrating Augmented Reality into Academic Software Engineering Classes}, series = {IATED, 11th International Conference of Education, Research and Innovation (ICERI 2018), 12-14 November 2018, Seville, Spain}, booktitle = {IATED, 11th International Conference of Education, Research and Innovation (ICERI 2018), 12-14 November 2018, Seville, Spain}, editor = {Chova, L. G. and Mart{\´i}nez, A. L. and Torres, I. C.}, isbn = {978-84-09-05948-5}, issn = {2340-1095}, doi = {10.21125/iceri.2018.1057}, pages = {243 -- 252}, language = {en} } @misc{StarkSchreistetterReuteretal., author = {Stark, T. and Schreistetter, Stefan and Reuter, Rebecca and Hauser, Florian and Holmqvist, Kenneth and Mottok, J{\"u}rgen and Gruber, Hans}, title = {Learning from Gaze: Eye Movement Modeling Examples in Software Engineering Education}, series = {Earli Book of Abstracts}, journal = {Earli Book of Abstracts}, publisher = {Earli}, pages = {291}, language = {en} }