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  • 1.
    Adawi, Tom
    et al.
    Chalmers University of Technology, Sweden.
    Burden, Håkan
    RISE, Swedish ICT, Viktoria.
    Olsson, Dennis
    University of Gothenburg, Sweden.
    Mattiasson, Rickard
    University of Gothenburg, Sweden.
    Characterizing Software Engineering Students' Discussions during Peer Instruction: Opportunities for Learning and Implications for Teaching2016In: International Journal of Engineering ,Science and Innovative Technology, ISSN 0949-149X, E-ISSN 2277-3754, Vol. 32, no 2, p. 927-936Article in journal (Refereed)
    Abstract [en]

    Peer instruction is a method for activating students during lectures, which has gained a considerable amount of attention in higher education due to claims of dramatic improvement in learning gains. The purpose of this qualitative research study is to investigate what types of discussions engineering students engage in during a peer instruction session and what learning possibilities that are enabled by these different types of discussions. We observed twelve students during six separate and simulated peer instruction sessions and the students were interviewed individually after the sessions.Ananalysis of the data revealed that the students engaged in three qualitatively different types of discussions: affirmative discussions, motivating discussions, and argumentative discussions. We characterize these different types of discussions in terms of the number of alternative answers the students discuss, the extent to which they draw on prior knowledge and experiences, as well as the fundamental difference between an explanation and an argument. A good opportunity for learning is opened up when students are aspiring to find the truth, not simply being satisfied with what they believe to be true. We conclude that students do not always engage in discussions that support their learning in the best way, and we discuss implications for using peer instruction as a teaching method.

  • 2.
    Aramrattana, Maytheewat
    et al.
    VTI, Sweden; Halmstad University, Sweden.
    Andersson, Anders
    VTI, Sweden.
    Burden, Håkan
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Reichenberg, Frida
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Mellegård, Niklas
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Testing Cooperative Intelligent Transport Systems in Driving Simulators2018Conference paper (Other academic)
    Abstract [en]

    Cooperative IntelligentTransport Systems include many actors in the transport system that are con-nected to each other via wireless communication in order to interact andcooperate. Majority of the actors in thesystems are vehicles, which can range from fully autonomous vehicles tomanually driven vehicles, equipped withwireless communication modules. Creating realistic scenarios for testing suchcomplex systems often need a com-bination of simulators. This paper presents a distributed simulation frameworkthat consists of a) a moving basedriving simulator; b) a real-time hardware-in-the-loop simulator; and c) anetwork simulator and traffic simulator. Wepresent our approach for connecting and co-simulating the mentioned simulators.As a first test of our simulationframework, a crossing scenario is simulated. Lastly, we discuss potentialbenefits and future work.

  • 3.
    Aramrattana, Maytheewat
    et al.
    VTI Swedish National Road and Transport Research Institute,Sweden.
    Andersson, Anders
    VTI Swedish National Road and Transport Research Institute,Sweden.
    Reichenberg, Frida
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Mellegård, Niklas
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Burden, Håkan
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Testing cooperative intelligent transport systems in distributed simulators2019In: Transportation Research Part F: Traffic Psychology and Behaviour, ISSN 1369-8478, E-ISSN 1873-5517, Vol. 65, p. 206-216Article in journal (Refereed)
    Abstract [en]

    Simulation is often used as a technique to test and evaluate systems, as it provides a cost-efficient and safe alternative for testing and evaluation. A combination of simulators can be used to create high-fidelity and realistic test scenarios, especially when the systems-under-test are complex. An example of such complex systems is Cooperative Intelligent Transport Systems (C-ITS), which include many actors that are connected to each other via wireless communication in order to interact and cooperate. The majority of the actors in the systems are vehicles equipped with wireless communication modules, which can range from fully autonomous vehicles to manually driven vehicles. In order to test and evaluate C-ITS, this paper presents a distributed simulation framework that consists of (a) a moving base driving simulator; (b) a real-time vehicle simulator; and (c) network and traffic simulators. We present our approach for connecting and co-simulating the simulators. We report on limitation and performance that this simulation framework can achieve. Lastly, we discuss potential benefits and feasibility of using the simulation framework for testing of C-ITS. 

  • 4.
    Edholm, Henrik
    et al.
    Chalmers, Sweden.
    Lidstrom, Michela
    Chalmers, Sweden.
    Steghofer, Jan-Philipp
    Chalmers, Sweden.
    Burden, Håkan
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Crunch time: The reasons and effects of unpaid overtime in the games industry2017In: Proceedings - 2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering in Practice Track, ICSE-SEIP 2017, 2017, p. 43-52Conference paper (Refereed)
    Abstract [en]

    The games industry is notorious for its intense work ethics with uncompensated overtime and weekends at the office, also known as crunch or crunch time. Since crunch time is so common within the industry, is it possible that the benefits of crunch time outweigh the disadvantages? By studying postmortems and conducting interviews with employees in the industry, we aim to characterise crunch time and discover its effects on the industry. We provide a classification of crunch, i.e., four types of crunch which all have distinct characteristics and affect the product, employees and schedule in various ways. One of the crunch types stands out from the others by only having positive effects on product and schedule. A characteristic that all of the types have in common is an increase in stress levels amongst the employees. We identify a set of reasons for crunch and show that crunch is less pronounced in game studios where prioritisation of features is a regular practice.

  • 5.
    Liebel, Grischa
    et al.
    Chalmers University of Technology, Sweden; University of Gothenburg, Sweden.
    Burden, Håkan
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Heldal, Robgardt
    Chalmers University of Technology, Sweden.
    For free: continuity and change by team teaching2017In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 22, no 1, p. 62-77Article in journal (Refereed)
    Abstract [en]

    Team teaching is advocated in education to offer students multiple explanations to complex concepts and to improve teacher development. However, team teaching is typically associated with high staff cost due to the increased amount of teachers involved. The authors argue that team teaching can be conducted in a cheap way by including novice teaching assistants in the lectures and train them ‘on the job’. Additionally, novice assistants cause reflection on action and prevent a mechanization of the course. The authors use Brookfield’s four lenses to reflect on the application of team teaching in a Swedish undergraduate course on software modeling over three years, involving 3 teachers and collecting evaluation data from close to 400 students. The reflection shows that team teaching can be used as a cost-effective way to introduce novice teachers to a course, while at the same time receiving benefits from their participation in lectures and course development.

  • 6.
    Mellegård, Niklas
    et al.
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Burden, Håkan
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Levin, Daniel
    Volvo Car Corporation, Sweden.
    Lind, Kenneth
    HiMinds Göteborg AB, Sweden.
    Magazinius, Ana
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Contrasting Big Bang with Continuous Integration Through Defect Reports2018In: IEEE Software, ISSN 0740-7459, E-ISSN 1937-4194Article in journal (Refereed)
    Abstract [en]

    Continuous integration promises earlier defect detection, quality improvements and more customer value delivered faster. But what evidence is there? In this longitudinal case study we examined the development of software for the advanced safety and driver support component of a Swedish vehicle manufacturer in two consecutive projects, where the first was developed in a big bang fashion, typical to a traditional waterfall process, while the second project utilized continuous integration. By contrasting the two projects, we evaluated the introduction of continuous integration and supplement earlier claims based on interview studies with a quantitative analysis of defect reports.

  • 7.
    Smith, Göran
    et al.
    RISE, Swedish ICT, Viktoria.
    Burden, Håkan
    RISE, Swedish ICT, Viktoria.
    Hjalmarsson, Anders
    RISE - Research Institutes of Sweden, ICT, Viktoria. University of Borås, Sweden.
    ElectriCity innovation challenge 2015: Experiences2016In: World Electric Vehicle Journal, ISSN 2032-6653, E-ISSN 2032-6653, Vol. 8, no 3, p. 690-698Article in journal (Refereed)
    Abstract [en]

    ElectriCity Innovation Challenge 2015 was an open innovation contest in Gothenburg, Sweden. The main purpose was to surge public interest and involvement in ElectriCity, a demonstration arena for next-generation's electrified bus systems. The contest furthermore aimed to catalyse innovation that can contribute to making public transport more attractive, and to test a novel innovation platform that assembles data from buses and bus stops. The outcome was six events with a total of more than 800 attendants, 48 viable prototypes with potential to increase the modal share of electrified public transport and feedback on the innovation platform's potential for development.

  • 8.
    Smith, Göran
    et al.
    RISE, Swedish ICT, Viktoria.
    Hjalmarsson, Anders
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Burden, Håkan
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Catalyzing knowledge transfer in innovation ecosystems through contests2016In: AMCIS 2016: Surfing the IT Innovation Wave - 22nd Americas Conference on Information Systems, 2016Conference paper (Refereed)
    Abstract [en]

    Open innovation practices are gaining traction. Hence, the relevance of measures for engaging and managing heterogeneous groups of distributed complementors is rising. This mixed-method case study defines a pilot demonstration of emergent technology as an innovation ecosystem and utilizes a knowledge transfer lens to explore the impact of an open innovation contest. The contribution to the IS research stream is threefold. Firstly, the paper portrays that open innovation contests can spark coupled open innovation and facilitate innovation management, without lowering the generative capability. Secondly, it explains these gains by concluding that contests can catalyze cross-border knowledge transfer within innovation ecosystems. Thirdly, the paper moreover proposes that additional innovation deployment measures are needed in order for sustaining established relations and for aiding the implementation of innovation ideas beyond the contests.

  • 9.
    Steghöfer, Jan-Philipp
    et al.
    Chalmers, Sweden.
    Burden, Håkan
    RISE - Research Institutes of Sweden, ICT, Viktoria. Chalmers, Sweden.
    Alahyari, Hiva
    Chalmers, Sweden.
    Haneberg, Dominik
    University of Augsburg, Germany.
    No silver brick: Opportunities and limitations of teaching Scrum with Lego workshops2017In: Journal of Systems and Software, ISSN 0164-1212, E-ISSN 1873-1228, Vol. 131, p. 230-247Article in journal (Refereed)
    Abstract [en]

    Education in Software Engineering has to both teach technical content such as databases and programming but also organisational skills such as team work and project management. While the former can be evaluated from a product perspective, the latter are usually embedded in a Software Engineering process and need to be assessed and adapted throughout their implementation. The in-action property of processes puts a strain on teachers since we cannot be present throughout the students’ work. To address this challenge we have adopted workshops to teach Scrum by building a Lego city in short sprints to focus on the methodological content. In this way we can be present throughout the process and coach the students. We have applied the exercise in six different courses, across five different educational programmes and observed more than 450 participating students. In this paper, we report on our experiences with this approach, based on quantitative data from the students and qualitative data from both students and teachers. We give recommendations for learning opportunities and best practices and discuss the limitations of these workshops in a classroom setting. We also report on how the students transferred their methodological knowledge to software development projects in an academic setting.

  • 10.
    Steghöfer, Jan-Philipp
    et al.
    University of Gothenburg, Sweden.
    Burden, Håkan
    RISE - Research Institutes of Sweden, ICT, Viktoria.
    Hebig, Regina
    Chalmers University of Technology, Sweden.
    Calikli, Gul
    Chalmers University of Technology, Sweden.
    Feldt, Robert
    Chalmers University of Technology, Sweden.
    Hammouda, Imed
    Chalmers University of Technology, Sweden; South Mediterranean University, Tunisia.
    Horkoff, Jennifer
    Chalmers University of Technology, Sweden.
    Knauss, Eric
    Chalmers University of Technology, Sweden.
    Liebel, Grischa
    Chalmers University of Technology, Sweden.
    Involving External Stakeholders in Project Courses2018In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 18, no 2, article id 8Article in journal (Refereed)
    Abstract [en]

    Problem: The involvement of external stakeholders in capstone projects and project courses is desirable dueto its potential positive effects on the students. Capstone projects particularly profit from the inclusion ofan industrial partner to make the project relevant and help students acquire professional skills. In addition,an increasing push towards education that is aligned with industry and incorporates industrial partners canbe observed. However, the involvement of external stakeholders in teaching moments can create friction andcould, in the worst case, lead to frustration of all involved parties.Contribution: We developed a model that allows analysing the involvement of external stakeholders inuniversity courses both in a retrospective fashion, to gain insights from past course instances, and in aconstructive fashion, to plan the involvement of external stakeholders.Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysisof stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate thecollaboration). The guideline provides questions that the teachers should answer for each of these activities.In the constructive use, the model allows teachers to define an action plan based on an analysis of potentialstakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identifyissues that appeared during the project and their underlying causes. Drawing from ideas of the reflectivepractitioner, the model contains an emphasis on reflection and interpretation of the observations made bythe teacher and other groups involved in the courses.Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible toreveal hitherto implicit risks and assumptions and to gain a better insight into the interaction betweenexternal stakeholders and students. Our empirical data reveals seven recurring risk themes that categorisethe different risks appearing in the analysed courses. These themes can also be used to categorise mitigationstrategies to address these risks pro-actively. Additionally, aspects not related to external stakeholders, e.g.,about the interaction of the project with other courses in the study program, have been revealed. Theconstructive use of the model for one course has proved helpful in identifying action alternatives and finallydeciding to not include external stakeholders in the project due to the perceived cost-benefit-ratio.Implications to practice: Our evaluation shows that the model is viable and a useful tool that allowsteachers to reason about and plan the involvement of external stakeholders in a variety of course settings,and in particular in capstone projects.

  • 11.
    Södling, Josefine
    et al.
    Chalmers University of Technology, Sweden.
    Ekbom, Rikard
    Chalmers University of Technology, Sweden.
    Thorngren, Peter
    Volvo Group Trucks Technology, Sweden.
    Burden, Håkan
    RISE, Swedish ICT, Viktoria.
    From Model to Rig - An Automotive Case Study2016In: Proccedings of International Conference on Model-Driven Engineering and Software Development (MODELSWARD 2016), INSTICC Publications , 2016, Vol. 1, p. 615-622Conference paper (Refereed)
    Abstract [en]

    As the size and complexity of the software in a truck grows, new ways of managing the development are needed. Numerous reports show how MDE can be successfully applied for automotive software development. We complement previous research by conducting a case study on the impact of model-based testing for verifying and validating the behaviour of a truck’s headlights. Our results are three-fold. First, we show how a model can be transferred from a model-in-the-loop setting to a hardware-in-the-loop via system simulation. Second, we supply an analysis of the shortcomings of the model that were found as the model was tested in more and more platform-specific settings. Third, our results show that the introduction of model-based testing practices will require organisational changes even if the used tools are familiar to the company.

  • 12.
    Whittle, Jon
    et al.
    Lancaster University, UK.
    Hutchinson, John
    Lancaster University, UK.
    Rouncefield, Mark
    Lancaster University, UK.
    Burden, Håkan
    RISE, Swedish ICT, Viktoria. Chalmers University of Technology, Sweden.
    Heldal, Rogardt
    Chalmers University of Technology, Sweden.
    A taxonomy of tool-related issues affecting the adoption of model-driven engineering2017In: Software and Systems Modeling, ISSN 1619-1366, E-ISSN 1619-1374, Vol. 16, no 2, p. 313-331Article in journal (Refereed)
    Abstract [en]

    Although poor tool support is often blamed for the low uptake of model-driven engineering (MDE), recent studies have shown that adoption problems are as likely to be down to social and organizational factors as with tooling issues. This article discusses the impact of tools on MDE adoption and practice and does so while placing tooling within a broader organizational context. The article revisits previous data on MDE use in industry (19 in-depth interviews with MDE practitioners) and reanalyzes that data through the specific lens of MDE tools in an attempt to identify and categorize the issues that users had with the tools they adopted. In addition, the article presents new data: 20 new interviews in two specific companies—and analyzes it through the same lens. A key contribution of the paper is a loose taxonomy of tool-related considerations, based on empirical industry data, which can be used to reflect on the tooling landscape as well as inform future research on MDE tools.

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