05 Fakultät Informatik, Elektrotechnik und Informationstechnik
Permanent URI for this collectionhttps://elib.uni-stuttgart.de/handle/11682/6
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Item Open Access Empirical research plan: effects of sketching on program comprehension(2016) Baltes, Sebastian; Wagner, StefanSketching is an important means of communication in software engineering practice. Yet, there is little research investigating the use of sketches. We want to contribute a better understanding of sketching, in particular its use during program comprehension. We propose a controlled experiment to investigate the effectiveness and efficiency of program comprehension with the support of sketches as well as what sketches are used in what way.Item Open Access Are suggestions of coupled file changes interesting?(2016) Ramadani, Jasmin; Wagner, StefanSoftware repositories include information which can be made available for bug fixing or maintenance using repository mining. The identification of coupled changes have been proposed several times. Yet, existing studies focus on the found couplings and ignore feedback from developers. We investigate three development projects and their repositories to find files that frequently change together to support the software developers. We complement the coupled files information with details from the issue tracking system and the project documentation. We contrast our findings with feedback from the developers about how interesting our findings are for them. We found that the small size of the repositories made an insightful analysis difficult. The response to coupled changes both from experienced and inexperienced developers was mostly neutral. They accepted most of the additional attributes we presented. Furthermore, developers also suggested other additional issues to be relevant, e.g. the context of the coupled changes and the way they are presented, which we did not cover in this study. Therefore, coupled change analysis research will need to take the presentation and context information into account.Item Open Access An industrial case study on the evaluation of a safety engineering approach for software-intensive systems in the automotive domain(2016) Abdulkhaleq, Asim; Vöst, Sebastian; Wagner, Stefan; Thomas, JohnSafety remains one of the essential and vital aspects in today's automotive systems. These systems, however, become ever more complex and dependent on software which is responsible for most of their critical functions. Therefore, the software components need to be analysed and verified appropriately in the context of software safety. The complexity of software systems makes defining software safety requirements with traditional safety analysis techniques difficult. A new technique called STPA (Systems-Theoretic Process Analysis) based on system and control theory has been developed by Leveson to cope with complex systems. Based on STPA, we have developed a comprehensive software safety engineering approach in which the software and safety engineers integrate the analysis of software risks with their verification to recognize the software-related hazards and reduce the risks to a low level. In this paper, we explore and evaluate the application of our approach to a real industrial system in the automotive domain. The case study was conducted analysing the software controller of the Active Cruise Control System (ACC) of the BMW Group.Item Open Access Mining Java packages for developer profiles : an exploratory study(2017) Ramadani, Jasmin; Wagner, StefanItem Open Access A comprehensive safety engineering approach for software-intensive systems based on STPA(2015) Abdulkhaleq, Asim; Wagner, Stefan; Leveson, NancyFormal verification and testing are complementary approaches which are used in the development process to verify the functional correctness of software. However, the correctness of software cannot ensure the safe operation of safety-critical software systems. The software must be verified against its safety requirements which are identified by safety analysis, to ensure that potential hazardous causes cannot occur. The complexity of software makes defining appropriate software safety requirements with traditional safety analysis techniques difficult. STPA (Systems-Theoretic Processes Analysis) is a unique safety analysis approach that has been developed to identify system hazards, including the software-related hazards. This paper presents a comprehensive safety engineering approach based on STPA, including software testing and model checking approaches for the purpose of developing safe software. The proposed approach can be embedded within a defined software engineering process or applied to existing software systems, allow software and safety engineers integrate the analysis of software risks with their verification. The application of the proposed approach is illustrated with an automotive software controller.Item Open Access Interdisciplinary system courses - teaching agile systems engineering(2019) Seitz, Andreas; Avezum, Mariana; Bruegge, Bernd; Wagner, StefanWith the advent of technologies like the Internet of Things, Industry 4.0 and Cyber-Physical Systems, many software engineering courses turn into system engineering courses. Recent advances in technologies such as 3D printing and low-cost micro controllers enable to teach agile hard- and software co-design in system engineering courses. In this paper, we describe Interdisciplinary System Courses (ISC) - a teaching approach based on interdisciplinary projects, light-weight agile techniques and solving real problems by integrating industry customers. We describe our experiences from an exploratory case study where we applied ISC in a two-week international summer school with a customer from the aerospace industry. We derive a set of hypotheses on the effects of ISC.Item Open Access Towards applying a safety analysis and verification method based on STPA to agile software development(2016) Wang, Yang; Wagner, StefanThis paper presents a novel agile process model "S-Scrum" based on the existing development process "Safe Scrum" and extended by a safety analysis method and a safety verification approach based on STPA (System-Theoretic Process Analysis).Item Open Access Towards building knowledge on causes of critical requirements engineering problems(2015) Kalinowski, Marcos; Spínola, Rodrigo Oliveira; Conte, Tayana; Prikladnicki, Rafael; Méndez Fernández, Daniel; Wagner, Stefan[Context] Many software projects fail due to problems in requirements engineering (RE). [Objective] The goal of this paper is to gather information on relevant RE problems and to represent knowledge on their most common causes. [Method] We replicated a global family of RE surveys in the Brazil and used the data to identify critical RE problems and to build probabilistic cause-effect diagrams to represent knowledge on their common causes. [Results] The survey was answered by 74 different organizations, including small, medium and very large sized companies, conducting both, plan-driven and agile development. The most critical RE problems, according to those organizations, are related to communication and to incomplete or underspecified requirements. We provide the full probabilistic cause-effect diagrams with knowledge on common causes of the most critical identified RE problems online. [Conclusion] We believe that the knowledge presented in the diagrams can be helpful to support organizations in conducting causal analysis sessions by providing an initial understanding on what usually causes critical RE problems.Item Open Access Does outside-in teaching improve the learning of object-oriented programming?(2015) Janke, Erica; Brune, Philipp; Wagner, StefanObject-oriented programming (OOP) is widely used in the software industry and university introductory courses today. Following the structure of most textbooks, such courses frequently are organised starting with the concepts of imperative and structured programming and only later introducing OOP. An alternative approach is to begin directly with OOP following the Outside-In teaching method as proposed by Meyer. Empirical results for the effects of Outside-In teaching on students and lecturers are sparse, however. We describe the conceptual design and empirical evaluation of two OOP introductory courses from different universities based on Outside-In teaching. The evaluation results are compared to those from a third course serving as the control group, which was taught OOP the "traditional" way. We evaluate the initial motivation and knowledge of the participants and the learning outcomes. In addition, we analyse results of the end- term exams and qualitatively analyse the results of interviews with the lecturers and tutors. Regarding the learning outcomes, the results show no signif- icant differences between the Outside-In and the “traditional” teaching method. In general, students found it harder to solve and implement algorithmic problems than to understand object oriented (OO) concepts. Students taught OOP by the Outside-In method, however, were less afraid that they would not pass the exam at the end of term and understood the OO paradigm more quickly. Therefore, the Outside-In method is no silver bullet for teaching OOP regarding the learning outcomes but has positive effects on motivation and interest.Item Open Access Assessing iterative practical software engineering courses with play money(2016) Mindermann, Kai; Ostberg, Jan-Peter; Wagner, StefanChanging our practical software engineering course from the previous waterfall model to a more agile and iterative approach created more severe assessment challenges. To cope with them we added an assessment concept based on play money. The concept not only includes weekly expenses to simulate real running costs but also investments, which correspond to assessment results of the submissions. This concept simulates a startup-like working environment and its financing in an university course. Our early evaluation shows that the combination of the iterative approach and the play money investments is motivating for many students. At this point we think that the combined approach has advantages from both the supervising and the students point of view. We planned more evaluations to better understand all its effects.