Empirical Study of Test Driven Development with Scrum

Communications in Computer and Information Science - Advances in Computing and Data Sciences ◽

10.1007/978-981-13-9942-8_2 ◽

2019 ◽

pp. 13-21

Author(s):

Vikas Aggarwal ◽

Anjali Singhal

Keyword(s):

Empirical Study ◽

Test Driven Development

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An Empirical Study of Test-Driven Development vs. Test-Last Development Using Eye Tracking

Agile Methods - Communications in Computer and Information Science ◽

10.1007/978-3-030-36701-5_2 ◽

2019 ◽

pp. 11-24

Author(s):

Joelma Choma ◽

Eduardo M. Guerra ◽

Tiago Silva da Silva ◽

Thomas Albuquerque ◽

Vanessa G. Albuquerque ◽

...

Keyword(s):

Empirical Study ◽

Eye Tracking ◽

Test Driven Development

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Towards an operationalization of test-driven development skills: An industrial empirical study

Information and Software Technology ◽

10.1016/j.infsof.2015.08.004 ◽

2015 ◽

Vol 68 ◽

pp. 82-97 ◽

Cited By ~ 12

Author(s):

Davide Fucci ◽

Burak Turhan ◽

Natalia Juristo ◽

Oscar Dieste ◽

Ayse Tosun-Misirli ◽

...

Keyword(s):

Empirical Study ◽

Test Driven Development

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The empirical study: encouraging students’ interest in software development using test-driven development

Tehnički glasnik ◽

10.31803/tg-20191104214708 ◽

2019 ◽

Vol 13 (4) ◽

pp. 267-274

Author(s):

Aziz Nanthaamornphong ◽

Stephane Bressan

Keyword(s):

Empirical Study ◽

Software Development ◽

Constructivist Approach ◽

Software Developers ◽

Test Driven Development ◽

Science Courses ◽

Computer Science Courses ◽

Development Methodology ◽

The Impact

The supply is not matching the demand on the market for software developers. While the enrolment in undergraduate computer science courses is increasing, few students are interested in and committed to becoming software developers. It could be that students are overwhelmed by the software development methodology that they are taught. We are consequently looking for a constructivist approach to software engineering able to effectively engage learners. We empirically evaluated whether test-driven development (TDD) is able to improve the quality of both learning and of software development in the classroom. Although numerous studies have outlined the benefits and effects of TDD in the classroom, none of those studies have focused on measuring students' interest in and attitudes toward using TDD in the classroom. We present a study evaluating the impact of TDD on the engagement and focus of learners of software development in the classroom. The results illustrate that the use of TDD in the classroom encourages learners to engage and focus.

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