scholarly journals The Analysis of Software Source Code Readability: Case Study at Education of Informatics and Computer Engineering Study Program of Sebelas Maret University

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Imam Setiawan ◽  
Dwi Maryono ◽  
Basori Basori
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Source Code ◽  
Computer Engineering ◽  
Engineering Curriculum ◽  
Study Program ◽  
Engineering Study ◽  
And Function ◽  
Programming Paradigms

<p>Source code readability is a property that influences how easily a given piece of code can be read and understood. Since source code readability can affect software quality, especially maintainability, then programmers must have good sense of writing readable code. For computer science and software engineering student, they have to start learning how to write readable code in order to compete later in the industrial. Unfortunately, computer science and software engineering curriculum promotes understanding the programming paradigms of particular language, compared to write readable code. Based on its importance, we analyzed source code of software written by Education of Informatics and Computer Engineering of Sebelas Maret University students to describe its readability. We determine readability category from source code based on two programming features, variable and function writing. Each programming features involved has its own criteria so that it can be classified in the readable or less readable category. Finally, we discuss the implications of this study on learning process of Education of Informatics and Computer Engineering study program, Sebelas Maret University. For example, our data suggest to use code reviews to teach student about source code readability.</p>

On the Design of a New Software Engineering Curriculum in Computer Engineering

2020 ◽  
pp. 178-195 ◽  
Author(s):  
Stefan Hallerstede ◽  
Peter Gorm Larsen ◽  
Jalil Boudjadar ◽  
Carl Peter Leslie Schultz ◽  
Lukas Esterle
Keyword(s):  
Software Engineering ◽  
Computer Engineering ◽  
Engineering Curriculum

Digital Home

2014 ◽  
pp. 333-347
Author(s):  
Salamah Salamah ◽  
Massood Towhidnejad ◽  
Thomas Hilburn
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Case Studies ◽  
Teaching Style ◽  
Object Oriented Design ◽  
Study Approach ◽  
Design And Implementation ◽  
Development Life Cycle ◽  
Software Development Life Cycle

While many Software Engineering (SE) and Computer Science (CS) textbooks make use of case studies to introduce difference concepts and methods, the case studies introduced by these texts focus on a specific life-development phase or a particular topic within software engineering object-oriented design and implementation or requirements analysis and specification. Moreover, these case studies usually do not come with instructor guidelines on how to adopt the introduced material to the instructor’s teaching style or to the particular level of the class or students in the class. The DigitalHome Case Study aims at addressing these shortcomings by providing a comprehensive set of artifacts associated with the full software development life-cycle. The project provides an extensive set of case study modules with exercises for teaching different topics in software engineering and computer science, as well as guidance for instructors on how to use these case modules. In this chapter, the authors motivate the use of the case study approach in teaching SE and CS concepts. They provide a description of the DigitalHome case study and the associated artifacts and case modules. The authors also report on the use of the developed material.

Digital Home

2017 ◽  
pp. 1284-1299
Author(s):  
Salamah Salamah ◽  
Massood Towhidnejad ◽  
Thomas Hilburn
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Case Studies ◽  
Teaching Style ◽  
Object Oriented Design ◽  
Study Approach ◽  
Design And Implementation ◽  
Development Life Cycle ◽  
Software Development Life Cycle

While many Software Engineering (SE) and Computer Science (CS) textbooks make use of case studies to introduce difference concepts and methods, the case studies introduced by these texts focus on a specific life-development phase or a particular topic within software engineering object-oriented design and implementation or requirements analysis and specification. Moreover, these case studies usually do not come with instructor guidelines on how to adopt the introduced material to the instructor's teaching style or to the particular level of the class or students in the class. The DigitalHome Case Study aims at addressing these shortcomings by providing a comprehensive set of artifacts associated with the full software development life-cycle. The project provides an extensive set of case study modules with exercises for teaching different topics in software engineering and computer science, as well as guidance for instructors on how to use these case modules. In this chapter, the authors motivate the use of the case study approach in teaching SE and CS concepts. They provide a description of the DigitalHome case study and the associated artifacts and case modules. The authors also report on the use of the developed material.

scholarly journals An Application of a Game Development Framework in Higher Education

2009 ◽  
Vol 2009 ◽  
pp. 1-12 ◽  
Author(s):  
Alf Inge Wang ◽  
Bian Wu
Keyword(s):  
Higher Education ◽  
Software Engineering ◽  
Computer Science ◽  
Software Architecture ◽  
Science And Technology ◽  
Computer Game ◽  
Student Interest ◽  
Game Development ◽  
Development Framework

This paper describes how a game development framework was used as a learning aid in a software engineering. Games can be used within higher education in various ways to promote student participation, enable variation in how lectures are taught, and improve student interest. In this paper, we describe a case study at the Norwegian University of Science and Technology (NTNU) where a game development framework was applied to make students learn software architecture by developing a computer game. We provide a model for how game development frameworks can be integrated with a software engineering or computer science course. We describe important requirements to consider when choosing a game development framework for a course and an evaluation of four frameworks based on these requirements. Further, we describe some extensions we made to the existing game development framework to let the students focus more on software architectural issues than the technical implementation issues. Finally, we describe a case study of how a game development framework was integrated in a software architecture course and the experiences from doing so.

Mechanical Engineering Curriculum Review by QFD Methodology: A Case Study

2010 ◽  
Author(s):  
M. A. Satter ◽  
M. R. Satter ◽  
J. Pumwa
Keyword(s):  
Quality Function Deployment ◽  
Teaching And Learning ◽  
Mechanical Engineering ◽  
Engineering Curriculum ◽  
Planning Tool ◽  
Study Program ◽  
Curriculum Review ◽  
University Of Technology ◽  
Review Procedure

The paper deals with the design and review of curriculum of a formal study program employing the Quality Function Deployment (QFD) methodology that can take into account of the requirements of various stakeholders such as, academics, students, sponsors, employers, and accreditation agencies. Starting with a simple model for teaching and learning, in which curriculum is one of the basic elements, the paper describes curriculum review procedure employing the QFD planning tool known as House of Quality. Then, it presents a case study on the review of mechanical engineering program of the PNG University of Technology.

scholarly journals Where Do IT Staff Position Themselves: A Case Study Exploring Common Ground

10.28945/2604 ◽  
2003 ◽  
Author(s):  
Kay Fielden
Keyword(s):  
Information Systems ◽  
New Zealand ◽  
Software Engineering ◽  
Computer Science ◽  
Participatory Research ◽  
Poster Session ◽  
Common Ground ◽  
Professional Affiliation ◽  
The Core

This paper describes a qualitative participatory research project conducted at the National Advisory Committee on Computing Qualifications Conference in New Zealand (NACCQ2002). Data was gathered at a dynamic poster session. Results obtained indicated that majority of computing academics in the polytechnic community in New Zealand regard themselves as teaching in the core overlapping areas of Software Engineering, Computer Science and Information Systems, regardless of their professional affiliation. Most participants taught subjects that lay within the Information Systems area; very few positioned themselves in the exclusively Computer Science or Software Engineering areas, or in the ove r-lap between Software Engineering and Computer. Results from this research are discussed in the paper.

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