Cadxela: An educational tool for supporting the global software engineering education at undergraduate level

The standard of any country in the global world is dependent highly on the intellect content of the people. This intellect content is in turn dependent exclusively upon the quality of the higher education in the country. The aim of this research work is to perform an empirical evaluation to rank various quality parameters suggested by the National Board of Accreditation. This national board was established in India in 1994 by the All India Council for Technical Education with the main motive of assessing the quality of various Higher Educational Institutions. It provides marks to institutions out of 1000 on the basis of 10 parameters, which are further subdivided into 75 subparameters. This research work helps to guide educational institutions to access their weak points during and before applying for this accreditation to recover from them timely and in the most effective manner. An extended model of fuzzy COPRAS (COmplex PRoportional ASsessment) is proposed as an improved multicriteria decision-making approach to first identify and then set preferences to help institutions improve their data related to accreditation key indicators. The work is divided into four steps. First, all the critical evaluation factors for the accreditation process are identified in consultation with senior, experienced and qualified academicians. They are then converted into fuzzy triangular numeric values and crisp weights. Lingual values and corresponding fuzzy weights of various preference key indicators are then identified and converted into crisp weights. Further critical factors are divided into price and profit values. Finally, key indicators are ranked using extended fuzzy COPRAS. A comparative ranking analysis is generated as end result through fuzzy COPRAS, TOPSIS (Technique for Order of Preference by Similarity to Ideal Solution) and WASPAS (Weighted Aggregated Sum Product Assessment) approaches, which shows that the proposed model generates better ranking results. The proposed model is applicable to any accreditation process with a varied set of parameters and their subparameters.

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“…Steps 1-8 are the same as done above for the TOPSIS method using Equations ( 2)- (11), which are discussed again in brief as follows:…”

Section: Fuzzy Copras Methodsmentioning

confidence: 99%

A new model based on the extended COPRAS method for improving performance during the accreditation process of Indian Higher Educational Institutions

Agarwal

Tayal

2023

Comp Applic In Engineering

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“…Cadxela was introduced into an undergraduate GSD course with the aim of performing a first empirical evaluation with real students during the 2018-2019 academic year. The course was designed and delivered by teachers from five universities in Chile, Cuba, Mexico, Peru, and Spain, while a total of 20 fourth-year Computer Science students (five students per university) participated in the study [17]. Later, during the first academic semester of 2020 the study was extended using our approach as the main educational support when COVID-19 contagion had considerably impacted education throughout the world.…”

Section: Methodsmentioning

confidence: 99%

“…Taking into account such characteristics and design implications for supporting the distributed development of projects through the integration of CWS, the Cadxela tool was developed as the main technological support for undergraduate courses [17]. During the COVID-19 pandemic, new software requirements were developed to improve its functionalities.…”

Section: Incorporation Of Cws Into An Educational Toolmentioning

confidence: 99%

Collaborative Working Spheres for Global Software Development Education During the COVID-19 Pandemic: An International Experience

et al. 2023

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This paper presents our experience implementing Collaborative Working Spheres (CWS) in the context of an international undergraduate course on Global Software Development (GSD) during the COVID-19 pandemic. Many universities around the world increased their efforts in creating educational alternatives for adequately addressing the educational challenges that this pandemic has introduced. A particular case is the training of software skilled graduates to work in globally distributed environments because learning this topic requires a lot of practical work when student motivation could have been negatively affected by the COVID-19 pandemic. However, providing highly practical GSD courses during a pandemic is a challenging task for many of these universities. It is against this backdrop that we have developed an educational tool to provide CWS, enabling undergraduate students to acquire practical experience in GSD and improve their communication and teamworking skills, even during the COVID-19 pandemic. An international empirical evaluation was conducted involving students and teachers from seven universities in different countries around the world. The obtained results showed that our approach can make a significant contribution to the development of practical projects on undergraduate GSD courses with students developing their knowledge and social skills associated with this topic. The data collected on the teachers' perceptions suggested that our approach could also be useful in introducing the GSD approach at undergraduate level when social distancing is in place. INDEX TERMSComputer science education, global software development, software engineering, collaborative working spheres, COVID-19. I. INTRODUCTIONEver increasing technological advances have enabled software companies to hire staff located in different parts of the world to develop software products [1]. Manjavacas et al. [2] state that this way of developing software, called Global Software Development (GSD), is performed by teams from multiple geographical locations, cultures, and languages that can be integrated without the cost of moving to a specific organization's location. While it is true that GSD has a positive impact on the way that software products are developed, there are also the so-called "3C" problems among team members (e.g., challenges regarding communication, coordination, and control) that negatively affect the software development process. Research by Shanyour and Qusef [3] stated that the 3Cs are accentuated by the so-called three distances: geographical, temporal, and socio-cultural. In this context, one of the main strategies that would help in solving these problems This article has been accepted for publication in IEEE Access.

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“…Several previous works have addressed the issue of REE, but experience and experimental reports on REE are scarce in the literature. Many works have reported different pedagogy to impart the knowledge of RE, SE, and DT to the students [5,7,8,18,19,24,45,46].…”

Section: Ree and Related Workmentioning

confidence: 99%

Understanding general concepts of requirements engineering through design thinking: An experimental study with students

Tiwari

Rathore

2022

Comp Applic In Engineering

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Teaching requirements engineering (RE) is one of the challenging parts of any software engineering (SE) education curriculum because it deals with understanding the problem from multiple perspectives and acquiring a holistic view of the system. Academicians have adopted several innovative approaches to teaching RE concepts to students, and design thinking (DT) is one of them. DT integrates the needs of people, technology, and requirements and can help learn and apply human‐centered techniques to solve problems. An experimental study is conducted with 315 undergraduate students to realize how they can learn the RE process effectively by combining DT methods with the RE concepts for an effective RE education. This study intends to identify how this integration help students in using multiple elicitation methods, better visualization and understanding of the system requirements, and achieving various teaching objectives. An experimental study was planned and executed with students by integrating DT methods for RE activities from the beginning of problem definition to the final solution. The evaluation was done by collecting students' responses to pre‐survey and post‐survey questions capturing the students' perspectives on the RE and DT techniques. The students' responses suggested that the DT drive RE activities to improve their learning, thinking abilities, engagement with the team, and teamwork. Additionally, the students' artifacts during the DT process have also been evaluated. The use of DT methods helped in understanding the elicitation process and, consequently, helped reach the solution.

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Cadxela: An educational tool for supporting the global software engineering education at undergraduate level

Cited by 4 publications

References 43 publications

A new model based on the extended COPRAS method for improving performance during the accreditation process of Indian Higher Educational Institutions

A new model based on the extended COPRAS method for improving performance during the accreditation process of Indian Higher Educational Institutions

Collaborative Working Spheres for Global Software Development Education During the COVID-19 Pandemic: An International Experience

Understanding general concepts of requirements engineering through design thinking: An experimental study with students

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