Improved Support for Master’s Thesis Projects in Software Engineering

The aim of the project described in this report was to develop improved support for both students and advisors in the different phases of Master’s thesis projects in software engineering. The work was done in several steps, including a web-based survey among students; an interview study with students, supervisors and examiners; formulation of a support framework; and evaluation of the developed support. The main results of the project are improved understanding of the challenges of thesis projects, a support framework for different project phases, and examples of concrete support for different situations. We believe that the findings are relevant for Master’s thesis projects in areas other than software engineering

Programutbildningar på distans - Erfarenhetsutbyte och utvärdering

The aim of this project has been to survey the advantages and problems that arise when a programme is transformed from being a campus education to a distance education. The paper is based on experiences gained during discussions in the project group and on the results from two surveys answered by programme coordinators from more than 20 universities in Sweden. By sharing experiences the members of the project group have been more successful in their work to improve distance education and support other teachers during planning and realization. The experiences from distance education have a positive effect on campus education. The project group found that it is very important to share experiences and discuss how to realize a successful distance education; forums for discussion must be created. The paper ends with recommendations and matters to consider when starting a distance programme. Examination process must be adapted to distance education (i.e. net based examination, virtual oral examination). Increase the use of synchronous communication to enhance collaborative learning. Develop a common policy for how distance education should be carried out and disseminate it among all teachers and students (i.e. response time, handling of examination, compulsory meetings). Facilitate possibilities for students to change from a distance program to a campus based program and vice versa. Facilitate planed flexibilities to make it easier for students that want to combine studies with work (life long learning)

Integration of interactive 3D models into React-based application

This thesis explores the possibilities of integrating interactive 3D interfaces into React-based web applications, utilizing specialized tools and techniques to enhance web applications through the integration of 3D elements, while the primary objective was to explore the capabilities of React as a foundation for developing 3D web applications, with a focus on creating visually engaging and responsive 3D content. The thesis examined several prominent 3D libraries and tools, such as Three.js, React Three Fiber (R3F), Spline, Babylon.js and p5.js, analysing their unique features, limitations and compatibility with the React ecosystem, and conducting a comprehensive comparison, thus providing a basis for evaluating each tool's effectiveness, functionality and user interaction. Ultimately, the project aims to identify the most efficient and scalable solutions for building interactive 3D experiences in React environments. This thesis highlights the potential of interactive 3D interfaces to enhance web applications through a comprehensive research and development process. The finalized application, designed for desktop use and hosted on GitHub Pages, illustrates various implementations of 3D elements within a React framework. This work adds to the knowledge of 3D development tools and methods specifically concerning React, serving as a valuable resource for both developers and researchers eager to explore advancements in interactive 3D web technologies

The Gap between Higher Education and the Software Industry -- A Case Study on Technology Differences

We see an explosive global labour demand in the Software Industry, and higher education institutions play a crucial role in supplying the industry with professionals with relevant education. Existing literature identifies a gap between what software engineering education teaches students and what the software industry demands. Using our open-sourced Job Market AnalyseR (JMAR) text-analysis tool, we compared keywords from higher education course syllabi and job posts to investigate the knowledge gap from a technology-focused departure point. We present a trend analysis of technology in job posts over the past six years in Sweden. We found that demand for cloud and automation technology such as Kubernetes and Docker is rising in job ads but not that much in higher education syllabi. The language used in higher education syllabi and job ads differs where the former emphasizes concepts and the latter technologies more heavily. We discuss possible remedies to bridge this mismatch to draw further conclusions in future work, including calibrating JMAR to other industry-relevant aspects, including soft skills, software concepts, or new demographics.Comment: 16 page

Proceedings of the 1st international workshop on software process education, training and professionalism (SPETP 2015)

These Proceedings contain the papers accepted for publication and presentation at the first 1st International Workshop on Software Process Education, Training and Professionalism (SPETP 2015) held in conjunction with the 15th International Conference on Software Process Improvement and Capability dEtermination (SPICE 2015), Gothenburg, Sweden, during June 15-17, 2015. During the 14th International Conference on Software Process Improvement and Capability dEtermination (SPICE 2014) held in Vilnius, Lithuania, at a post conference dinner, a group of key individuals from education and industry started to discuss the challenges faced for software process education, training and professionalism, especially with the background of the new modes of learning and teaching in higher education. Further discussions held post conference with key players in the relevant professional and personal certification fields led to a consensus that it is time for the industry to rise to the new challenges and set out in a manifesto a common vision for educators and trainers together with a set of recommendations to address the challenges faced. It was therefore agreed co-located the 1st International Workshop on Software Process Education, Training and Professionalism with the 15th International Conference on Software Process Improvement and Capability dEtermination. This workshop focused on the new challenges for and best practices in software process education, training and professionalism. The foundation for learning of software process should be part of a university or college education however software process is often treated as ‘add one’ module to the core curriculum. In a professional context, whilst there have been a number of initiatives focused on the certification related to the software process professional these have had little success for numerous reasons. Cooperation in education between industry, academia and professional bodies is paramount, together with the recognition of how the education world is changing and how education is resourced, delivered (with online and open learning) and taken up. Over the next 10 years on-line learning is projected to grow fifteen fold, accounting for 30% of all education provision, according to the recent report to the European Commission on New modes of learning and teaching in higher education. It is a great pleasure to see the varied contributions to this 1st International Workshop on Software Process Education, Training and Professionalism and we hope that our joint dedication, passion and innovation will lead to success for the profession through the publication of the manifesto as a key outcome from the workshop. On behalf of the SPETP 2015 conference Organizing Committee, we would like to thank all participants. Firstly all the authors, whose quality work is the essence of the conference, and the members of the Program Committee, who helped us with their expertise and diligence in reviewing all of the submissions. As we all know, organizing a conference requires the effort of many individuals. We wish to thank also all the members of our Organizing Committee, whose work and commitment were invaluable

Transition from traditional to agile software processes

Tässä työssä tutkitaan siirtymistä perinteisistä vaihejakoisista ohjelmistotuotantomenetelmistä ketteriin menetelmiin. Tutkimuksella pyritään selvittämään, millaisia muutoksia havaitaan menetelmää vaihdettaessa ja oliko menetelmän vaihtaminen lopulta kannattavaa. Tutkimus toteutettiin etsimällä tietokannoista aiheeseen liittyviä tutkimuksia ja analysoimalla niistä saatuja tuloksia. Tutkimuksista havaitut muutokset olivat pääosin hyviä ja keskittyivät tuotantotiimin sisäiseen ja asiakkaan väliseen kommunikointiin, ohjelmiston laatuun ja projektin näkyvyyteen. Työssä mukana olleiden tutkimusten tulosten perusteella voitiin päätellä, että siirtyminen käyttämään ketterää menetelmää on kannattavaa

STUDENTERS ANVÄNDANDE AV GENERATIV AI

Since the launch of ChatGPT in November 2022, generative AI has become a focal point in higher education. As educational developers at Blekinge Institute of Technology (BTH), we have identified a lack of research in several areas of generative AI. Therefore, we conducted this study to enhance our knowledge and gain insights into students\u27 use of GenAI. Our study aims to provide an understanding of how frequently and for what purposes students use GenAI, how it affects their study techniques, whether they feel their education has adapted to GenAI, and if an institution-licensed GenAI tool influences their usage. This study primarily serves as a basis for further development work at BTH but is also generally applicable to higher education. In May 2024, a digital survey was sent to 4729 students at Blekinge Institute of Technology, resulting in 488 responses, representing 10.3% of the student population. The results show that 68% of respondents have used GenAI, and 64% indicate that it has changed their study techniques. The open responses highlight three primary uses: idea generation, text work, and various forms of understanding. Regarding study techniques, most students use GenAI as a study companion/extra teacher and for various text-related tasks. It also appears that institution-specific GenAI tools have minimal impact on students\u27 usage. The data further indicates that the majority of students do not believe their education has adapted to GenAI or addresses issues such as guidelines, ethics, and discussions on the subject. We recommend further studies on students\u27 actual use of GenAI, especially where they use GenAI as a study companion/extra teacher, as this may offer pedagogical benefits.Sedan lanseringen av ChatGPT i november 2022 är generativ AI ett fokusområde inom högre utbildning. Som pedagogiska utvecklare på Blekinge Tekniska Högskola (BTH) har vi identifierat att det saknas forskning inom flera områden inom generativ AI. Vi valde därför att genomfört denna studie för att öka vår kunskap och erhålla insikter i frågeställningar gällande studenters användande av GenAI. Vår studie syftar till att ge en djupare förståelse för hur ofta och i vilka syften studenter använder GenAI, hur det påverkar deras studieteknik, om de upplever att deras utbildning på något sätt har anpassats efter GenAI samt om ett lärosätes-licensierat GenAI-verktyg på något sätt påverkar deras användning. Denna studie avser därmed primärt vara ett underlag för vidare utvecklingsarbete för BTH, men vi menar att den även är generellt applicerbar på högre utbildning i allmänhet. I maj 2024 distribuerades en digital enkät ut till sammanlagt 4729 studenter på Blekinge Tekniska Högskola, vilket resulterade i 488 svar, motsvarande 10,3% av studentpopulationen. Resultaten visar att 68% av respondenterna har använt GenAI, och 64% anger att det har förändrat deras studieteknik. De öppna svaren belyser tre primära användningsområden: idéskapande, arbete med texter samt olika sorters förståelse. När det gäller studieteknik uppger merparten att de använder GenAI som en studiekamrat/extralärare och för olika textrelaterade uppgifter. Det framgår också att ett lärosätesspecifikt GenAI-verktyg verkar ha minimal påverkan på studenternas användande. Datan indikerar dessutom att majoriteten av studenterna inte anser att deras utbildningar har anpassats till GenAI eller behandlar frågor som riktlinjer, etik och diskussioner om ämnet i fråga. Vi rekommenderar vidare studier om studenternas faktiska användning av GenAI, särskilt där de använder GenAI som en studiekamrat/extralärare, då detta kan innebära pedagogiska fördelar

Closing the gender gap in ICT higher education: exploring women’s motivations in pursuing ICT education

Rapid development of digital technologies has stemmed profound changes in the society, positioning the ICT sector as a key driver and contributor. This sector, including education, is however characterized by a gender gap, which is problematic in the light of the increasing demand for digital competence and the ability to move toward a sustainable egalitarian society. In this study, we argue for a need to explore the concept of ICT in higher education. This involves assessing the success of educational programs in attracting women and exploring the perceptions of female students regarding their academic environment. With a specific focus on Sweden, through a survey involving 82 respondents, we provide evidence on motivations and perceptions of women regarding leading choices on pursuing ICT higher education. We propose a holistic approach to studying gender representation and inclusion in ICT higher education, with a focus on women’s perceptions, experiences, and suggestions

Från statisk till dynamisk app: utveckling av en mobilapplikation för digitala bröllopsinbjudningar och gästinteraktion

I detta examensarbete undersöks hur en statisk bröllopsapplikation, utvecklad i Flutter, kan omvandlas till en dynamisk applikation för generell användning. Bakgrunden och syftet med arbetet är en tidigare skapad prototyp med statisk funktionalitet, samt ett identifierat behov av att kunna anpassa applikationen för flera användare och olika bröllopssammanhang. Resultatet baseras på frågeställningen “Hur kan en statisk bröllopsapplikation, producerad i Flutter, omvandlas till en dynamisk applikation för generell användning? Vilka tekniska utmaningar uppstår i denna process?” I arbetet tillämpas metoderna Proof of Concept och Work Breakdown Structure. Den statiska applikationen har utvärderats och svarsanalysen har legat till grund för utvecklingen av en mer flexibel och återanvändbar lösning. Resultatet visar att det är möjligt att skapa en dynamisk applikation, förutsatt att en flexibel databasstruktur implementeras. Slutsatsen är att den statiska applikationen fungerade som en värdefull utgångspunkt för att identifiera viktiga funktioner för att utforma en fungerande dynamisk applikation, med potential att distribueras till allmänheten.This thesis researches how a static wedding application, developed in Flutter, can be transformed into a dynamic application for general use. The background and purpose of the work are based on a previously created prototype with static functionality, as well as an identified need to adapt the application for multiple users and various wedding contexts. The results are based on the research question: How can a static wedding application, developed in Flutter, be transformed into a dynamic application for general use? What technical challenges arise in this process? The study applies the methods of Proof of Concept and Work Breakdown Structure. The static application has been evaluated, and the response analysis has served as the basis for the development of a more flexible and reusable solution. The results show that it is possible to create a dynamic application, provided that a flexible database structure is implemented. The conclusion is that the static application served as a valuable starting point for identifying key features and designing a functional dynamic application, with the potential to be distributed to the public

Методика тестування застосунків доповненої реальності

Робота публікується згідно наказу Ректора НАУ від 27.05.2021 р. №311/од «Про розміщення кваліфікаційних робіт здобувачів вищої освіти в репозиторії університету». Керівник проєкту: д.т.н., доцент Чебанюк Олена ВікторівнаNowadays, there is a significant development of computer technologies, as well as software solutions for them. In addition to the development of conventional programs, there is also the development of the direction of mixed reality (XR), especially augmented reality and virtual reality. Although some devices for full reality are being developed or are not available to a wide audience. The significant development of mobile has created the concept of using augmented reality applications through personal mobile devices.[MOBILE INDOOR AUGMENTED REALITY. Exploring Applications in Hospitality Environments] In this direction, augmented reality (AR) relies on combining and superimposing virtual information over the real world, providing the user with extra (even real time) computer-based information. In general, Augmented reality can be described as an enhanced, interactive rendition of the real world, achieved through the incorporation of digital visual elements, sounds, and other sensory stimuli using holographic technology. AR encompasses three key features: the merging of digital and physical realms, real-time interactions, and precise 3D or 2D identification of both virtual and real-world objects. The object of research - the processes of testing augmented reality software. The subject of research - the methods and tools for testing augmented reality programs, aimed at effectively verifying their functionality during testing. The purpose of this work - to propose and investigate a new method for testing augmented reality programs, which could complement existing testing methods and tools for augmented reality. Furthermore, it could be further enhanced with the development of augmented reality cloud technology in the future. Hypothesis - "the possibility of using an augmented reality application for testing another augmented reality application".У наш час спостерігається значний розвиток комп’ютерних технологій, а також програмних рішень для них. Окрім розвитку звичайних програм, також є розвиток напряму змішаної реальності (XR), особливо доповненої реальності та віртуальної реальності. Хоча деякі пристрої для повної реальності розробляються або недоступні широкій аудиторії. Значний розвиток мобільних пристроїв створив концепцію використання додатків доповненої реальності через персональні мобільні пристрої.[MOBILE INDOOR AUGMENTED REALITY. Дослідження програм у гостинних середовищах] У цьому напрямку доповнена реальність (AR) спирається на об’єднання та накладання віртуальної інформації на реальний світ, надаючи користувачеві додаткову (навіть у реальному часі) комп’ютерну інформацію. Загалом доповнену реальність можна описати як покращене інтерактивне відтворення реального світу, досягнуте за допомогою включення цифрових візуальних елементів, звуків та інших сенсорних стимулів за допомогою голографічної технології. AR включає в себе три ключові особливості: об’єднання цифрової та фізичної сфер, взаємодію в реальному часі та точну 3D або 2D ідентифікацію як віртуальних, так і реальних об’єктів. Об’єкт дослідження – процеси тестування програмного забезпечення доповненої реальності. Предмет дослідження – методи та засоби тестування програм доповненої реальності, спрямовані на ефективну перевірку їх працездатності під час тестування. Мета даної роботи - запропонувати та дослідити новий метод тестування програм доповненої реальності, який міг би доповнити існуючі методи та інструменти тестування доповненої реальності. Крім того, у майбутньому це може бути вдосконалено завдяки розробці хмарних технологій доповненої реальності. Гіпотеза – «можливість використання додатку доповненої реальності для тестування іншого додатку доповненої реальності»