TY - GEN A1 - Reuter, Rebecca A1 - Langer, Thomas A1 - Hauser, Florian A1 - Muckelbauer, Daniel A1 - Gegenfurtner, Andreas T1 - Automatic generation of areas of interest in eye tracking: The case of software engineering T2 - Earli Book of Abstracts Y1 - 2019 UR - https://earli.org/sites/default/files/2019-09/BOA-2019.pdf PB - RWTH Aachen ER - TY - GEN A1 - Gegenfurtner, Andreas A1 - Boucheix, Jean-Michel A1 - Gruber, Hans A1 - Hauser, Florian A1 - Lehtinen, Erno A1 - Lowe, Richard K. T1 - Der Gaze Relational Index als Indikator visueller Expertise T2 - 51. Kongress der Deutschen Gesellschaft für Psychologie : 15. bis 20. September 2018, Goethe-Universität Frankfurt am Main, Campus Westend N2 - 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. Y1 - 2020 SN - 2573-2773 SP - 402 ER - TY - GEN A1 - Hauser, Florian A1 - Reuter, Rebecca A1 - Gegenfurtner, Andreas A1 - Gruber, Hans A1 - Mottok, Jürgen A1 - Hutzler, Ivonne T1 - Heuristics in Software Modelling: An Eyetracking Study T2 - Earli Book of Abstracts N2 - 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 Y1 - 2019 UR - https://earli.org/sites/default/files/2019-09/BOA-2019.pdf PB - RWTH Aachen ER - TY - CHAP A1 - Gruber, Hans A1 - Wolff, Christian A1 - Mottok, Jürgen A1 - Bazo, Alexander A1 - Hauser, Florian A1 - Schreistetter, Stefan T1 - Tutorial on Software Engineering Education in Co-Located Multi-User Eye-Tracking-Environments T2 - Proceedings of the 32nd IEEE Conference on Software Engineering Education and Training: Munich, November 2020 N2 - 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. KW - eye-tracking KW - software engineering education KW - multi-user eye tracking KW - real-time learning scenarios Y1 - 2020 U6 - https://doi.org/10.1109/CSEET49119.2020.9206170 ER - TY - CHAP A1 - Hauser, Florian A1 - Schreistetter, Stefan A1 - Reuter, Rebecca A1 - Mottok, Jürgen A1 - Gruber, Hans A1 - Holmqvist, Kenneth A1 - Schorr, Nick T1 - Code reviews in C++: Preliminary results from an eye tracking study T2 - ETRA '20 Short Papers: ACM Symposium on Eye Tracking Research and ApplicationsJune 2020 N2 - 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. Y1 - 2020 SN - ISBN 9781450371346 U6 - https://doi.org/10.1145/3379156.3391980 SP - 1 EP - 5 ER - TY - CHAP A1 - Hauser, Florian A1 - Stark, Theresa A1 - Mottok, Jürgen A1 - Gruber, Hans A1 - Reuter, Rebecca T1 - Deliberate Practice in Programming: How is it carried out by programmers? T2 - ECSEE '20: Proceedings of the 4th European Conference on Software Engineering Education, Seeon, Germany, June 2020 N2 - 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. Y1 - 2020 SN - ISBN 9781450377522 U6 - https://doi.org/10.1145/3396802.3396815 SP - 42 EP - 46 ER - TY - CHAP A1 - Reuter, Rebecca A1 - Hauser, Florian A1 - Muckelbauer, Daniel A1 - Stark, Theresa A1 - Antoni, Erika A1 - Mottok, Jürgen A1 - Wolff, Christian T1 - Using augmented reality in software engineering education? First insights to a comparative study of 2D and AR UML modeling T2 - 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 N2 - 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 Y1 - 2019 U6 - https://doi.org/10.24251/HICSS.2019.938 SP - 7798 EP - 7807 ER - TY - CHAP A1 - Reuter, Rebecca A1 - Knietzsch, Marco A1 - Hauser, Florian A1 - Mottok, Jürgen T1 - Supporting Abstraction Skills Using Augmented Reality? T2 - ITiCSE '19, Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, July 2019, Aberdeen Scotland UK N2 - 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. Y1 - 2019 U6 - https://doi.org/10.1145/3304221.3325562 ER - TY - CHAP A1 - Schreistetter, Stefan A1 - Hauser, Florian A1 - Reuter, Rebecca A1 - Jahn, Sabrina A1 - Mottok, Jürgen T1 - Using Eye Tracking Data to analyze students’ tasks solving behavior in classroom contexts T2 - 12th International Conference of Education, Research and Innovation (ICERI 2019), Conference Proceedings, 2019, Seville (Spain) Y1 - 2019 SN - 978-84-09-14755-7 U6 - https://doi.org/10.21125/iceri.2019.1473 SN - 2340-1095 SP - 6087 EP - 6096 ER - TY - CHAP A1 - Hauser, Florian A1 - Reuter, Rebecca A1 - Gegenfurtner, Andreas A1 - Gruber, Hans A1 - Mottok, Jürgen T1 - Eye movements in software modelling – what do they tell us about heuristics T2 - 12th International Conference of Education, Research and Innovation (ICERI 2019), Conference Proceedings, 2019, Seville (Spain) Y1 - 2019 SN - 978-84-09-14755-7 U6 - https://doi.org/10.21125/iceri.2019.1469 SP - 6064 EP - 6070 ER - TY - CHAP A1 - Nivala, Markus A1 - Hauser, Florian A1 - Mottok, Jürgen A1 - Gruber, Hans T1 - Developing visual expertise in software engineering: An eye tracking study T2 - IEEE Global Engineering Education Conference (EDUCON), 10-13 April 2016, Abu Dhabi, UAE N2 - Program comprehension and the ability to find program errors are key skills of software engineering. The aim of this pilot study was to examine the visual processes of novice and advanced programmers in authentic tasks. Fifteen novices and eight advanced programmers were given eight short pieces of code. Their task was to either identify an error or give the output of the code. Eye movements and keyboard activity were recorded. On average, the novices spent more time reading the code than composing the response, whereas the more advanced programmers started composing the response sooner and spent more time on it. In general, the advanced programmers had shorter fixations and saccades. The results suggest that the advanced programmers are quicker to grasp the essence of the code and able to see more details in it. The advanced programmers had shorter fixations and saccade lengths during the second phase which might indicate the process of chunking. KW - program comprehension KW - debugging KW - software engineering KW - visual expertise KW - eye tracking Y1 - 2016 U6 - https://doi.org/10.1109/EDUCON.2016.7474614 SP - 613 EP - 620 ER - TY - CHAP A1 - Hauser, Florian A1 - Reiß, Markus A1 - Nivala, Markus A1 - Mottok, Jürgen A1 - Gruber, Hans T1 - Eye tracking applied: Visual expertise in code reviews T2 - 9th International Conference on Education and New Learning Technologies, EDULEARN17, 3-5 July, 2017, Barcelona, Spain, Proceedings Y1 - 2017 U6 - https://doi.org/10.21125/edulearn.2017.1084 SP - 379 EP - 389 ER - TY - CHAP A1 - Soska, Alexander A1 - Reuter, Rebecca A1 - Hauser, Florian A1 - Reiß, Markus A1 - Mottok, Jürgen T1 - Scaffolding in der Lehre von Design Pattern. Neue Konzepte für anwendungsorientiertes und aktivierendes Lernen T2 - Tagungsband zum 3. Symposium zur Hochschullehre in den MINT-Fächern, 25. / 26. September 2017, TH Nürnberg N2 - Design Pattern sind wiederverwendbare Entwurfsmuster für Probleme in objektorientierten Programmiersprachen. Gene-rell wird dieser Lerninhalt als sehr abstrakt, theoretisch und schwer verständlich beurteilt. Eine durchgeführte Studie mit Studierenden zu den Lernhindernissen während unseres Soft-ware Engineering Curriculums belegen diese Annahmen. Trotz heterogener Studierendengruppe mit unterschiedlichen Vor-kenntnissen, wird das Verständnis der Konzepte von Design Pattern, verglichen mit anderen Lehrinhalten, als die größte Herausforderung angesehen. Zur Verbesserung des Lernens von Design Pattern, wurde aufgrund dieser Erkenntnisse ein Lehrkonzept zur Beseitigung der Lernhindernisse entwickelt. Dieses basiert auf einem angepassten Scaffolding-Ansatz, welcher u.a. durch die systematische Anwendung von studie-rendenzentrierten Methoden die Aneignung von theoretischen als auch praktischen Inhalten sukzessive fördert. Eine anschlie-ßende Evaluation belegt die Wirkungsweise des Lehrkonzepts. Y1 - 2017 UR - https://www.th-nuernberg.de/fileadmin/abteilungen/sll/Dokumente/Hochschuldidaktik/MINT_Symposium/Tagungsband_MINT_Symposium_2017.pdf SP - 112 EP - 116 ER - TY - CHAP A1 - Reuter, Rebecca A1 - Hauser, Florian A1 - Gold-Veerkamp, Carolin A1 - Mottok, Jürgen A1 - Abke, Jörg T1 - Towards a Definition and Identification of Learning Obstacles in Higher Software Engineering Education T2 - EDULEARN17 Proceedings, 9th International Conference on Education and New Learning Technologies, 3-5 July, 2017, Barcelona, Spain KW - Hochschuldidaktik KW - Software Engineering Y1 - 2017 SN - 978-84-697-3777-4 U6 - https://doi.org/10.21125/edulearn.2017.0943 SN - 2340-1117 SP - 10259 EP - 10267 ER - TY - CHAP A1 - Nivala, Markus A1 - Hauser, Florian A1 - Jossberger, Helen A1 - Reiß, Markus A1 - Mottok, Jürgen A1 - Gruber, Hans T1 - Detecting errors in program flow diagrams: Comparing novices and advanced programmers T2 - EARLI Biennial Conference 2017, 17th European Association for Research on Learning and Instruction, 29 August - 2 September, 2017 - University of Tampere, Finland Y1 - 2017 ER - TY - CHAP A1 - Reuter, Rebecca A1 - Hauser, Florian A1 - Gold-Veerkamp, Carolin A1 - Stark, Theresa A1 - Kis, Juliane A1 - Mottok, Jürgen A1 - Abke, Jörg A1 - Meyer, Dany T1 - Towards the construction of a questionnaire for the identification of learning obstacles T2 - 2018 IEEE Global Engineering Education Conference (EDUCON 2018), 17-20 April, 2018, Santa Cruz de Tenerife, Spain N2 - 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. Y1 - 2018 U6 - https://doi.org/10.1109/EDUCON.2018.8363266 SP - 457 EP - 466 ER - TY - CHAP A1 - Hauser, Florian A1 - Reuter, Rebecca A1 - Gruber, Hans A1 - Mottok, Jürgen T1 - Research competence: Modification of a questionnaire to measure research competence at universities of applied sciences T2 - IEEE Global Engineering Education Conference (EDUCON), 17-20 April 2018, Santa Cruz de Tenerife, Spain N2 - 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. KW - research oriented teaching KW - research competence KW - competence model KW - modification of a questionnaire Y1 - 2018 U6 - https://doi.org/10.1109/EDUCON.2018.8363216 SP - 109 EP - 117 ER - TY - CHAP A1 - Hauser, Florian A1 - Gegenfurtner, Andreas A1 - Hutzler, Ivonne A1 - Reuter, Rebecca A1 - Mottok, Jürgen T1 - Eye movement patterns in source code review T2 - EARLI SIG 17 and 25 Biennial Conference 2018, Cambridge, United Kingdom N2 - 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. Y1 - 2018 ER - TY - CHAP A1 - Hutzler, Ivonne A1 - Hauser, Florian A1 - Reuter, Rebecca A1 - Mottok, Jürgen A1 - Gruber, Hans T1 - Will the noun/verb analysis be used to generate class diagrams? An eye tracking study T2 - IATED, 11th International Conference of Education, Research and Innovation (ICERI 2018), 12-14 November 2018, Seville, Spain Y1 - 2018 U6 - https://doi.org/10.21125/iceri.2018.1103 SP - 505 EP - 514 ER - TY - CHAP A1 - Hauser, Florian A1 - Mottok, Jürgen A1 - Reuter, Rebecca A1 - Hutzler, Ivonne A1 - Gruber, Hans T1 - Eye movement patterns in software engineering – What differs the expert from the novice? T2 - IATED, 11th International Conference of Education, Research and Innovation (ICERI 2018), 12-14 November 2018, Seville, Spain Y1 - 2018 U6 - https://doi.org/10.21125/iceri.2018.1129 ER - TY - RPRT A1 - Hauser, Florian A1 - Mottok, Jürgen ED - Baier, Wolfgang T1 - Eye movement patterns im Software Engineering T2 - Forschung 2018 / Ostbayerische Technische Hochschule Regensburg Y1 - 2018 UR - https://doi.org/10.35096/othr/pub-1382 SP - 48 EP - 49 ER -