Large Language Models for Software Engineering: Survey and Open Problems

This paper provides a survey of the emerging area of Large Language Models (LLMs) for Software Engineering (SE). It also sets out open research challenges for the application of LLMs to technical problems faced by software engineers. LLMs' emergent properties bring novelty and creativity with applications right across the spectrum of Software Engineering activities including coding, design, requirements, repair, refactoring, performance improvement, documentation and analytics. However, these very same emergent properties also pose significant technical challenges; we need techniques that can reliably weed out incorrect solutions, such as hallucinations. Our survey reveals the pivotal role that hybrid techniques (traditional SE plus LLMs) have to play in the development and deployment of reliable, efficient and effective LLM-based SE

Systematic review on which analytics and learning methodologies are applied in primary and secondary education in the learning of robotics sensors

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.This research was co-funded by the support of the Secretaria d’Universitats i Recerca of the Department of Business and Knowledge of the Generalitat de Catalunya with the help of 2017 SGR 93

Makerspaces for Education

In my dissertation, I present research examining Makerspaces for education. The concept of a Makerspace has evolved, currently being understood as a space for people to practice the idiomatic term Making, which is to tinker or fabricate. Broadly put, Makerspaces are environments where individuals use technologies to Make physical artifacts within a community of fellow Makers. When I started this work, stakeholders from a variety of backgrounds had begun to discern the educational potential of Makerspaces. Since then, several resources in schools, libraries, educational research, and community spaces have been directed towards realizing this educational potential. However, despite the belief in their potential for learning and development, there is still little systematic research outlining their educational benefits. My research in this dissertation is not just motivated by the lack of systematic research addressing the education potential of Makerspaces, but also by their potential for being venues for students to develop self-sufficiency and practice agency while working on projects that they are personally motivated to be a part of. The work comprises three related studies on the topic of Makerspaces for education. In the first study, I conduct a thematic analysis and synthesize publicly available descriptions of Makerspaces to develop a framework for educational Makerspaces. This framework can serve as a tool to support Makerspace researchers and educators in articulating a purpose and setting up an educational Makerspace aligned with that purpose. In the second study, I analyze narratives of Makers to understand their practices and knowledge in comparison to design using a narrative inquiry approach. Via this study, I make a case for the epistemological legitimacy of Making by proving it similar to design. I also find what makes Making distinct from design, which is it being a venue to realize personal purposes and meaning, adding to its educational potential. Finally, for the third study, I conduct a thematic analysis of narratives from a Maker course and an engineering camp to understand reflective practice and identity formation in the context of educational Makerspaces. This third study can be considered an addition to previous empirical work on connections between engineering, design, identity and reflective practice. The unique contribution of the study is in it being situated in the context of Makerspaces, with implications for how we teach and assess learning in such spaces. The three studies, though distinct, are closely related and inform each other. They are connected via the intent behind them and also their results and contributions. Beyond Makerspaces, my work in this dissertation explores the connections between identity formation, reflective practice, and personal meaning. It also challenges our current understandings of engineering knowledge, exploring it beyond boundaries of formal classrooms. Though the present work is situated in Makerspaces, I consider this work to add to the intersectional conversations of these areas of interest amongst engineering educators and engineering education researcher

A Decade of Code Comment Quality Assessment: A Systematic Literature Review

Code comments are important artifacts in software systems and play a paramount role in many software engineering (SE) tasks related to maintenance and program comprehension. However, while it is widely accepted that high quality matters in code comments just as it matters in source code, assessing comment quality in practice is still an open problem. First and foremost, there is no unique definition of quality when it comes to evaluating code comments. The few existing studies on this topic rather focus on specific attributes of quality that can be easily quantified and measured. Existing techniques and corresponding tools may also focus on comments bound to a specific programming language, and may only deal with comments with specific scopes and clear goals (e.g., Javadoc comments at the method level, or in-body comments describing TODOs to be addressed). In this paper, we present a Systematic Literature Review (SLR) of the last decade of research in SE to answer the following research questions: (i) What types of comments do researchers focus on when assessing comment quality? (ii) What quality attributes (QAs) do they consider? (iii) Which tools and techniques do they use to assess comment quality?, and (iv) How do they evaluate their studies on comment quality assessment in general? Our evaluation, based on the analysis of 2353 papers and the actual review of 47 relevant ones, shows that (i) most studies and techniques focus on comments in Java code, thus may not be generalizable to other languages, and (ii) the analyzed studies focus on four main QAs of a total of 21 QAs identified in the literature, with a clear predominance of checking consistency between comments and the code. We observe that researchers rely on manual assessment and specific heuristics rather than the automated assessment of the comment quality attributes

Vision, challenges and opportunities for a Plant Cell Atlas

With growing populations and pressing environmental problems, future economies will be increasingly plant-based. Now is the time to reimagine plant science as a critical component of fundamental science, agriculture, environmental stewardship, energy, technology and healthcare. This effort requires a conceptual and technological framework to identify and map all cell types, and to comprehensively annotate the localization and organization of molecules at cellular and tissue levels. This framework, called the Plant Cell Atlas (PCA), will be critical for understanding and engineering plant development, physiology and environmental responses. A workshop was convened to discuss the purpose and utility of such an initiative, resulting in a roadmap that acknowledges the current knowledge gaps and technical challenges, and underscores how the PCA initiative can help to overcome them

Vision, challenges and opportunities for a Plant Cell Atlas

With growing populations and pressing environmental problems, future economies will be increasingly plant-based. Now is the time to reimagine plant science as a critical component of fundamental science, agriculture, environmental stewardship, energy, technology and healthcare. This effort requires a conceptual and technological framework to identify and map all cell types, and to comprehensively annotate the localization and organization of molecules at cellular and tissue levels. This framework, called the Plant Cell Atlas (PCA), will be critical for understanding and engineering plant development, physiology and environmental responses. A workshop was convened to discuss the purpose and utility of such an initiative, resulting in a roadmap that acknowledges the current knowledge gaps and technical challenges, and underscores how the PCA initiative can help to overcome them.National Science Foundation 1916797 David W Ehrhardt, Kenneth D Birnbaum, Seung Yon Rhee; National Science Foundation 2052590 Seung Yon Rhe

Technical Debt is an Ethical Issue

We introduce the problem of technical debt, with particular focus on critical infrastructure, and put forward our view that this is a digital ethics issue. We propose that the software engineering process must adapt its current notion of technical debt – focusing on technical costs – to include the potential cost to society if the technical debt is not addressed, and the cost of analysing, modelling and understanding this ethical debt. Finally, we provide an overview of the development of educational material – based on a collection of technical debt case studies - in order to teach about technical debt and its ethical implication

From Big Society to Shared Society? Geographies of social cohesion and encounter in the UK’s National Citizen Service

This article explores and expands debates on the geographies of social cohesion and encounter, specifically in relation to young people and informal citizenship training. Three questions drive our agenda in this paper. First, how do certain youth spaces get enrolled into wider political discourses, functioning as geographical expressions of government visions to create a political legacy? Second, how are these spaces engineered and operate on-the-ground? Finally, how do young people understand their experiences of such spaces? To address these questions, we use the example of ‘National Citizen Service’ – a youth programme operating in England and Northern Ireland – to raise critical questions about the wider politics of spaces of informal education and attempts by the state to ‘make’ citizens and future neighbours. The article examines the rationale for this growing scheme, targeted at 15–17 year olds and designed to foster a ‘more cohesive, responsible and engaged society’. Drawing on original fieldwork with key architects, stakeholders and young people, we analyse the narratives that underlie NCS and its expansion – specifically around social cohesion and citizenship education. We explore the idea of ‘social mix’ as one of NCS’ guiding principles and its place as part of state narratives about the ‘Big Society’ and ‘Shared Society’