Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | ECSEE |
| Seiten | 169-179 |
| Seitenumfang | 11 |
| ISBN (elektronisch) | 9781450399562 |
| Publikationsstatus | Veröffentlicht - 2023 |
Publikationsreihe
| Name | ACM International Conference Proceeding Series |
|---|
Abstract
For large-scale processes as implemented in organizations that develop software in regulated domains, comprehensive software process models are implemented, e.g., for compliance requirements. Creating and evolving such processes is demanding and requires software engineers having substantial modeling skills to create consistent and certifiable processes. While teaching process engineering to students, we observed issues in providing and explaining models. In this paper, we present an exploratory study in which we aim to shed light on the challenges students face when it comes to modeling. Our findings show that students are capable of doing basic modeling tasks, yet, fail in utilizing models correctly. We conclude that the required skills, notably abstraction and solution development, are underdeveloped due to missing practice and routine. Since modeling is key to many software engineering disciplines, we advocate for intensifying modeling activities in teaching.
ASJC Scopus Sachgebiete
- Informatik (insg.)
- Mensch-Maschine-Interaktion
- Informatik (insg.)
- Computernetzwerke und -kommunikation
- Informatik (insg.)
- Maschinelles Sehen und Mustererkennung
- Informatik (insg.)
- Software
Zitieren
- Standard
- Harvard
- Apa
- Vancouver
- BibTex
- RIS
ECSEE. 2023. S. 169-179 (ACM International Conference Proceeding Series).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Aufsatz in Konferenzband › Forschung › Peer-Review
}
TY - GEN
T1 - This Doesn't Work!
T2 - An Explorative Study on Student Modeling Skills in the Context of Developing Hybrid Methods.
AU - Kuhrmann, Marco
AU - Klünder, Jil
PY - 2023
Y1 - 2023
N2 - For large-scale processes as implemented in organizations that develop software in regulated domains, comprehensive software process models are implemented, e.g., for compliance requirements. Creating and evolving such processes is demanding and requires software engineers having substantial modeling skills to create consistent and certifiable processes. While teaching process engineering to students, we observed issues in providing and explaining models. In this paper, we present an exploratory study in which we aim to shed light on the challenges students face when it comes to modeling. Our findings show that students are capable of doing basic modeling tasks, yet, fail in utilizing models correctly. We conclude that the required skills, notably abstraction and solution development, are underdeveloped due to missing practice and routine. Since modeling is key to many software engineering disciplines, we advocate for intensifying modeling activities in teaching.
AB - For large-scale processes as implemented in organizations that develop software in regulated domains, comprehensive software process models are implemented, e.g., for compliance requirements. Creating and evolving such processes is demanding and requires software engineers having substantial modeling skills to create consistent and certifiable processes. While teaching process engineering to students, we observed issues in providing and explaining models. In this paper, we present an exploratory study in which we aim to shed light on the challenges students face when it comes to modeling. Our findings show that students are capable of doing basic modeling tasks, yet, fail in utilizing models correctly. We conclude that the required skills, notably abstraction and solution development, are underdeveloped due to missing practice and routine. Since modeling is key to many software engineering disciplines, we advocate for intensifying modeling activities in teaching.
KW - Software development
KW - modeling
KW - software process
UR - http://www.scopus.com/inward/record.url?scp=85163465537&partnerID=8YFLogxK
U2 - 10.1145/3593663.3593688
DO - 10.1145/3593663.3593688
M3 - Conference contribution
T3 - ACM International Conference Proceeding Series
SP - 169
EP - 179
BT - ECSEE
ER -