Overcoming Language Dichotomies: Toward Effective Program Comprehension for Mobile App Development

Mobile devices and platforms have become an established target for modern software developers due to performant hardware and a large and growing user base numbering in the billions. Despite their popularity, the software development process for mobile apps comes with a set of unique, domain-specific challenges rooted in program comprehension. Many of these challenges stem from developer difficulties in reasoning about different representations of a program, a phenomenon we define as a "language dichotomy". In this paper, we reflect upon the various language dichotomies that contribute to open problems in program comprehension and development for mobile apps. Furthermore, to help guide the research community towards effective solutions for these problems, we provide a roadmap of directions for future work.Comment: Invited Keynote Paper for the 26th IEEE/ACM International Conference on Program Comprehension (ICPC'18

Social Intelligence Design for Mediated Communication

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RePOR: Mimicking humans on refactoring tasks. Are we there yet?

Refactoring is a maintenance activity that aims to improve design quality while preserving the behavior of a system. Several (semi)automated approaches have been proposed to support developers in this maintenance activity, based on the correction of anti-patterns, which are `poor' solutions to recurring design problems. However, little quantitative evidence exists about the impact of automatically refactored code on program comprehension, and in which context automated refactoring can be as effective as manual refactoring. Leveraging RePOR, an automated refactoring approach based on partial order reduction techniques, we performed an empirical study to investigate whether automated refactoring code structure affects the understandability of systems during comprehension tasks. (1) We surveyed 80 developers, asking them to identify from a set of 20 refactoring changes if they were generated by developers or by a tool, and to rate the refactoring changes according to their design quality; (2) we asked 30 developers to complete code comprehension tasks on 10 systems that were refactored by either a freelancer or an automated refactoring tool. To make comparison fair, for a subset of refactoring actions that introduce new code entities, only synthetic identifiers were presented to practitioners. We measured developers' performance using the NASA task load index for their effort, the time that they spent performing the tasks, and their percentages of correct answers. Our findings, despite current technology limitations, show that it is reasonable to expect a refactoring tools to match developer code

Toward Reverse Engineering of VBA Based Excel Spreadsheet Applications

Modern spreadsheet systems can be used to implement complex spreadsheet applications including data sheets, customized user forms and executable procedures written in a scripting language. These applications are often developed by practitioners that do not follow any software engineering practice and do not produce any design documentation. Thus, spreadsheet applications may be very difficult to be maintained or restructured. In this position paper we present in a nutshell two reverse engineering techniques and a tool that we are currently realizing for the abstraction of conceptual data models and business logic models.Comment: In Proceedings of the 2nd Workshop on Software Engineering Methods in Spreadsheets (http://spreadsheetlab.org/sems15/

Media literacy at all levels: making the humanities more inclusive

The decline of the humanities, combined with the arrival of students focused on science, technology, engineering, and mathematics (STEM), represent an opportunity for the development of innovative approaches to teaching languages and literatures. Expanding the instructional focus from traditional humanities students, who are naturally more text-focused, to address the needs of more application-oriented STEM learners ensures that language instructors prepare all students to become analytical and critical consumers and producers of digital media. Training students to question motives both in their own and authentic media messages and to justify their own interpretations results in more sophisticated second language (L2) communication. Even where institutional structures impede comprehensive curriculum reform, individual instructors can integrate media literacy training into their own classes. Tis article demonstrates ways of reaching and retaining larger numbers of students at all levels—if necessary, one course at a time.Published versio