Gamifying a Software Testing Course with Continuous Integration

Testing plays a crucial role in software development, and it is essential for software engineering students to receive proper testing education. However, motivating students to write tests and use automated testing during software development can be challenging. To address this issue and enhance student engagement in testing when they write code, we propose to incentivize students to test more by gamifying continuous integration. For this we use Gamekins, a tool that is seamlessly integrated into the Jenkins continuous integration platform and uses game elements based on commits to the source code repository: Developers can earn points by completing test challenges and quests generated by Gamekins, compete with other developers or teams on a leaderboard, and receive achievements for their test-related accomplishments. In this paper, we present our integration of Gamekins into an undergraduate-level course on software testing. We observe a correlation between how students test their code and their use of Gamekins, as well as a significant improvement in the accuracy of their results compared to a previous iteration of the course without gamification. As a further indicator of how this approach improves testing behavior, the students reported enjoyment in writing tests with Gamekins

Gamified Exploratory GUI Testing of Web Applications: a Preliminary Evaluation

In the context of Software Engineering, testing is a well-known phase that plays a critical role, as is needed to ensure that the designed and produced code provides the expected results, avoiding faults and crashes. Exploratory GUI testing allows the tester to manually define test cases by directly interacting with the user interface of the finite system. However, testers often loosely perform exploratory GUI testing, as they perceive it as a time-consuming, repetitive and unappealing activity. We defined a gamified framework for GUI testing to address this issue, which we developed and integrated into the Augmented testing tool, Scout. Gamification is perceived as a means to enhance the performance of human testers by stimulating competition and encouraging them to achieve better results in terms of both efficiency and effectiveness. We performed a preliminary evaluation of the gamification layer with a small sample of testers to assess the benefits of the technique compared with the standard version of the same tool. Test sequences defined with the gamified tool achieved higher coverage (i.e., higher efficiency) and a slightly higher percentage of bugs found. The user's opinion was almost unanimously in favor of the gamified version of the tool

Can gamification help in software testing education? Findings from an empirical study

Software testing is an essential knowledge area required by industry for software engineers. However, software engineering students often consider testing less appealing than designing or coding. Consequently, it is difficult to engage students to create effective tests. To encourage students, we explored the use of gamification and investigated whether this technique can help to improve the engagement and performance of software testing students. We conducted a controlled experiment to compare the engagement and performance of two groups of students that took an undergraduate software testing course in different academic years. The experimental group is formed by 135 students from the gamified course whereas the control group is formed by 100 students from the non-gamified course. The data collected were statistically analyzed to answer the research questions of this study. The results show that the students that participated in the gamification experience were more engaged and achieved a better performance. As an additional finding, the analysis of the results reveals that a key aspect to succeed is the gamification experience design. It is important to distribute the motivating stimulus provided by the gamification throughout the whole experience to engage students until the end. Given these results, we plan to readjust the gamification experience design to increase student engagement in the last stage of the experience, as well as to conduct a longitudinal study to evaluate the effects of gamification

Recent Trends in Software Testing Education: A Systematic Literature Review

Testing is a critical aspect of software development. Far too often software is released with critical faults. However, testing is often considered tedious and boring. Unfortunately, many graduates might join the work force without having had any education in software testing, which exacerbates the problem even further. Therefore, teaching software testing as part of a university degree in software engineering and is very important. But it is an open challenge how to teach software testing in an effective way that can successfully motivate students. In this paper, we have carried out a systematic literature review on the topic of teaching software testing. We analysed and reviewed 30 papers that were published between 2013 and 2017. The review points out to a few different trends, like the use of gamification to make the teaching of software testing less tedious

Hack the room:an augmented reality game for non-experts to learn ethical hacking

Abstract. The shortage of cybersecurity skills caused by a widespread talent drought is having a signifcant economic impact on organizations globally. Several initiatives have been implemented to address this defcit, providing new educational pathways for novice and advanced students. Recently, ethical hacking gamifcation platforms and Capture the Flag (CTF) online games have risen in popularity, offering fun and engaging content that motivate beginners to acquire offensive and defensive cybersecurity skills. However, the use of augmented reality (AR) applications for cybersecurity skill development remains mostly unexplored. Against this backdrop, the overall aim of the thesis is to examine whether CTF games in AR can improve learning outcomes in information security and enhance security situational awareness. Specifcally, we explore how AR gamifcation impacts training and overall experience in the context of ethical hacking tasks. To achieve this, we have created Hack the Room, which is an ethical hacking game developed in Unity, where players use Linux terminals to solve CTF-style tasks. The game can be used for learning key cybersecurity concepts vital for organizations, and target users who have no previous cybersecurity experience, and need to be retrained for future-proofng organizations. In the game, the player has to use simple simple Linux terminal commands like listing fles in directories and reading fles stored in virtual machines hosted in the cloud (CSC Pouta) to reach the predetermined tasks. Each playthrough lasts 20 minutes and features three tasks. The game can be modifed or made more diffcult by changing the tasks in the virtual machine. The main goal of the game is to complete all of the tasks in the game. Our gamifcation concept was evaluated in a feld experiment that included six participants divided into two groups, an expert group (N=3) and a non-expert group (N=3). The expert group responded to a questionnaire that assessed their situational awareness during the game, while the non-expert group responded to a questionnaire that evaluated learning outcomes. The participants reported positive learning outcomes and high situational awareness after playing the game.Hack the room : lisätyn todellisuuden peli eettisen hakkeroinnin oppimiseen. Tiivistelmä. Pula tietoturvaosaamisesta vaikuttaa taloudellisesti organisaatioihin maailmanlaajuisesti. Tämän puutteen korjaamiseksi on tehty useita aloitteita, joissa tarjotaan oppipolkuja aloitteleville sekä edistyneemmille oppillaille. Eettisen hakkeroinnin pelillistämisalustat sekä Capture the Flag- (CTF) (suom. lipunryöstö) verkkopelit ovat lisänneet suosiotaan viime vuosina ja ne tarjoavat hyvän mahdollisuuden vasta-alkajille opetella tietoturvahyökkäämistä ja -puolustamista. Lisätyn todellisuuden hyödyntämistä tietoturvakoulutuksessa ei ole kuitenkaan tutkittu laajalti. Tässä kandidaatin tutkinnossa käsitellään lisätyn todellisuuden hyödyntämistä CTF-peleissä sekä sitä, miten lisätty todellisuus vaikuttaa tietoturvallisuuden ja turvallisuuden tilannetietoisuuden oppimiseen. Käsittelemme erityisesti, miten lisätyn todellisuuden pelillistäminen vaikuttaa harjoitteluun sekä yleiseen kokemukseen eettisissä hakkerointitehtävissä. Tämän mahdollistamiseksi loimme Hack the Roomin, joka on Unityssä kehitetty kyberturvallisuuspeli, jossa pelaajat käyttävät Linux-terminaaleja läpäistäkseen lipunryöstötyyppisiä tehtäviä. Sitä voidaan käyttää työkaluna henkilöiden tietoturvaan tutustuttamiseen, kouluttamiseen ja uudelleen opettamiseen. Pelin tehtävät koostuivat yksinkertaisista tehtävistä, joissa käytettiin Linuxkomentoja, kuten tiedostojen listaamista ja -lukemista. Jokainen pelikerta on 20 minuutin pituinen ja sisältää kolme tehtävää. Peliä voi muokata tarpeiden mukaan, esimerkiksi nostaa vaikeustasoa muuttamalla pelin virtuaalikonetta. Pelin käyttämä virtuaalikone sijaitsee CSC Pouta-palvelimella. Kehittämämme pelillistämiskonsepti evaluoitiin kenttäkokeella. Kokeessa oli 6 osallistujaa, jotka jaettiin kahteen ryhmään. Ryhmät koostuivat asiantuntijoista ja henkilöistä, joilla ei ollut aiempaa kokemusta eettisestä hakkeroinnista. Asiantuntijoiden ryhmä vastasi kyselyyn, joka mittasi heidän tilannetietoisuuttaan ja toinen ryhmä kyselyyn, joka mittasi heidän oppimistaan pelissä. Kenttäkoe osoitti sekä positiivisia oppimistuloksia, että korkeaa tilannetietoisuutta pelissä

Games design as a curatorial intervention: Rethinking museum representation, meaning-making and agency with games design

This thesis contributes to the academic fields of Museum Studies and Game Studies by rethinking the application of games, play and design in museums. I propose and document the applicability of games design with museum visitors as a creative and visual methodology. Building upon established Museum Studies, games, play and design theories, power and agency theories and Multimodal Social Semiotics, I conceptualise games design as an active curatorial intervention in representation, meaning-making and agency. Drawing on data collected during two case studies, I examine and describe step by step how families with young people design games inspired by museums and their collections. As part of the research process, two workshops were designed and implemented in two different museums in the UK. Bringing together theories from the fields of Museum Studies, Game Studies, Platform Studies and Museum Distributed Network theories and Multimodal Social Semiotics, I read visitors’ games as curatorial platforms that challenge, add and transform the context within which they are situated, designed and played. This thesis maps out and highlights the potential of games design as a creative and visual methodology. It provides new and important insights into the much-debated question of museum representation, the notion and ethics of the playful and participatory museum and the role that games as media can play in the relation between museums and their communities. Its findings show that games design with visitors offers museum practice and academia the methodology to rethink issues of curation, representation, meaning-making and agency. Games design with visitors as a curatorial intervention allows museums to recognise and empower the production of alternative classifications that add new layers of playful representations and meanings to the authentic museum curation. In this way, new paths of encountering and experiencing the tangible and intangible heritage and natural history are created allowing visitors to play and experiment with meaning and representation in the museum setting. These findings make a significant contribution to the literature of Game Studies. By proposing and applying games design as a participatory curatorial intervention in museums, this thesis introduces and documents the value of games as media beyond their current entertainment and educational application. In this way, the findings in this study extend the understanding of how game studies and games culture contribute to other academic fields and practices

2015 Oklahoma Research Day Full Program

This document contains all abstracts from the 2015 Oklahoma Research Day held at Northeastern State University

A Human-Centric Approach to Software Vulnerability Discovery

Software security bugs | referred to as vulnerabilities | persist as an important and costly challenge. Significant effort has been exerted toward automatic vulnerability discovery, but human intelligence generally remains required and will remain necessary for the foreseeable future. Therefore, many companies have turned to internal and external (e.g., penetration testing, bug bounties) security experts to manually analyze their code for vulnerabilities. Unfortunately, there are a limited number of qualified experts. Therefore, to improve software security, we must understand how experts search for vulnerabilities and how their processes could be made more efficient, by improving tool usability and targeting the most common vulnerabilities. Additionally, we seek to understand how to improve training to increase the number of experts. To answer these questions, I begin with an in-depth qualitative analysis of secure development competition submissions to identify common vulnerabilities developers introduce. I found developers struggle to understand and implement complex security concepts, not recognizing how nuanced development decisions could lead to vulnerabilities. Next, using a cognitive task analysis to investigate experts' and non-experts' vulnerability discovery processes, I observed they use the same process, but dier in the variety of security experiences which inform their searches. Together, these results suggest exposure to an in-depth understanding of potential vulnerabilities as essential for vulnerability discovery. As a first step to leverage both experts and non-experts, I pursued two lines of work: education to support experience development and vulnerability discovery automation interaction improvements. To improve vulnerability discovery tool interaction, I conducted observational interviews of experts' reverse engineering process, an essential and time-consuming component of vulnerability discovery. From this, I provide guidelines for more usable interaction design. For security education, I began with a pedagogical review of security exercises to identify their current strengths and weaknesses. I also developed a psychometric measure for secure software development self-efficacy to support comparisons between educational interventions

Geographic Citizen Science Design: No one left behind

Little did Isaac Newton, Charles Darwin and other ‘gentlemen scientists’ know, when they were making their scientific discoveries, that some centuries later they would inspire a new field of scientific practice and innovation, called citizen science. The current growth and availability of citizen science projects and relevant applications to support citizen involvement is massive; every citizen has an opportunity to become a scientist and contribute to a scientific discipline, without having any professional qualifications. With geographic interfaces being the common approach to support collection, analysis and dissemination of data contributed by participants, ‘geographic citizen science’ is being approached from different angles. Geographic Citizen Science Design takes an anthropological and Human-Computer Interaction (HCI) stance to provide the theoretical and methodological foundations to support the design, development and evaluation of citizen science projects and their user-friendly applications. Through a careful selection of case studies in the urban and non-urban contexts of the Global North and South, the chapters provide insights into the design and interaction barriers, as well as on the lessons learned from the engagement of a diverse set of participants; for example, literate and non-literate people with a range of technical skills, and with different cultural backgrounds. Looking at the field through the lenses of specific case studies, the book captures the current state of the art in research and development of geographic citizen science and provides critical insight to inform technological innovation and future research in this area