Contributions to software testing education with the flipped classroom model and a conversational agent

Author(s)

Leo Natan Paschoal

• Document type: Master's Dissertation
• Press: São Carlos.
• Institution: Universidade de São Paulo (USP). Instituto de Ciências Matemáticas e de Computação (ICMC/SB)
• Defense date: 2019-03-20

Examining board members

Simone do Rocio Senger de Souza; Ellen Francine Barbosa; Tayana Uchôa Conte; Fabiano Cutigi Ferrari

• Advisor: Simone do Rocio Senger de Souza

Abstract

Software testing is an activity of the development process that aims to reveal the faults present in the software. Despite of constant progress and emergence of different pedagogical models, this subject is still taught with strategies based mainly on the traditional model. Although software testing is considered a relevant subject, some students are not very motivated to learn it. The computer education community has investigated the use of different teaching models and, from this perspective, the Flipped Classroom pedagogical model has emerged as an interesting solution. Several studies mention that is required to investigate this model in order to identify its potential in teaching a specific subject and/or teaching area. In addition, the implementation of this model demands an intensification of efforts from the teacher because he/she needs to plan activities and support mechanisms for all phases of this model: before the class, during the class, and after the class. Results from the literature indicate that students may present difficulties in understand the theory during the phase before the classbecause studying alone can lead to many doubts and misunderstandings. Therefore, this masters thesis investigates the impact of the Flipped Classroom model on teaching of testing techniques and criteria. Experimental studies were initially undertaken aiming to understand the models impact in the learning process of software testing. Following, we analyzed what subjects of software testing are taught in Computer courses in Brazil. Based on the results, we defined learning objectives for these subjects, selected support mechanisms and activities to contemplate the three phases of the Flipped Classroom model. An approach, named FlipClass-STT, to support the implementation of this model was defined and experimentally evaluated. Finally, the conversational agent TOB-STT was proposed and evaluated in context of a software testing class, in which the Flipped Classroom model was employed. The results of this work indicate that Flipped Classroom allows the students to have better learning outcomes, especially when performing practical activities. The students have revealed that they prefer this model against the traditional one. However, it is also observed that model produces a greater workload for the student. The use of TOB-STT how a support mechanism during the phase before the class indicate its relevance and impact for learning software testing. (AU)

• FAPESP's process: 17/10941-8 - Educational modules and chatterbots to support flipped classroom approaches in teaching software testing
• Grantee: Leo Natan Paschoal
• Support Opportunities: Scholarships in Brazil - Master