2023

1.
Matthies, C., Heinrich, R., Wohlrab, R.: Investigating Software Engineering Artifacts in DevOps Through the Lens of Boundary Objects. Proceedings of the 27th International Conference on Evaluation and Assessment in Software Engineering. ACM (2023).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ]
 
Software engineering artifacts are central to DevOps, enabling the collaboration of teams involved with integrating the development and operations domains. However, collaboration around DevOps artifacts has yet to receive detailed research attention. We apply the sociological concept of Boundary Objects to describe and evaluate the specific software engineering artifacts that enable a cross-disciplinary understanding. Using this focus, we investigate how different DevOps stakeholders can collaborate efficiently using common artifacts. We performed a multiple case study and conducted twelve semi-structured interviews with DevOps practitioners in nine companies. We elicited participants’ collaboration practices, focusing on the coordination of stakeholders and the use of engineering artifacts as a means of translation. This paper presents a consolidated overview of four categories of DevOps Boundary Objects and eleven stakeholder groups relevant to DevOps. To help practitioners assess cross-disciplinary knowledge management strategies, we detail how DevOps Boundary Objects contribute to four areas of DevOps knowledge and propose derived dimensions to evaluate their use.
@inproceedings{Matthies_2023, abstract = {Software engineering artifacts are central to DevOps, enabling the collaboration of teams involved with integrating the development and operations domains. However, collaboration around DevOps artifacts has yet to receive detailed research attention. We apply the sociological concept of Boundary Objects to describe and evaluate the specific software engineering artifacts that enable a cross-disciplinary understanding. Using this focus, we investigate how different DevOps stakeholders can collaborate efficiently using common artifacts. We performed a multiple case study and conducted twelve semi-structured interviews with DevOps practitioners in nine companies. We elicited participants’ collaboration practices, focusing on the coordination of stakeholders and the use of engineering artifacts as a means of translation. This paper presents a consolidated overview of four categories of DevOps Boundary Objects and eleven stakeholder groups relevant to DevOps. To help practitioners assess cross-disciplinary knowledge management strategies, we detail how DevOps Boundary Objects contribute to four areas of DevOps knowledge and propose derived dimensions to evaluate their use.}, author = {Matthies, Christoph and Heinrich, Robert and Wohlrab, Rebekka}, booktitle = {Proceedings of the 27th International Conference on Evaluation and Assessment in Software Engineering}, keywords = {devops}, month = {jun}, publisher = {ACM}, title = {Investigating Software Engineering Artifacts in {DevOps} Through the Lens of Boundary Objects}, year = 2023 }

2022

1.
Paula, D.D., Hahn, D., Matthies, C., Uebernickel, F.: InnoPulse: a Tool to Support Collaborative Reflection in Creativity-Driven Engineering Projects. Proceedings of the Annual Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences (2022).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ]
 
To equip students with the practical capability to innovate, academic institutions are promoting industry collaboration projects, where students use creative approaches, such as, design thinking (DT), to solve complex business challenges. In creative team work, the ability to reflect upon and improve team dynamics is vital. However, research on the role of digital technology to support collaborative reflection is still in its infancy. This study presents a digital solution that uses micro surveys as an additional source of information for Educational Data Mining (EDM) analyses to support the collaborative reflection of students working in creativity-driven engineering projects. Using design science research, we identify the design requirements of the InnoPulse tool, implement the corresponding design features and evaluate our digital solution in a real-world educational setting. Our findings pave the way for the potential of ad-hoc data collection strategies to improve the collaborative reflection of students applying DT methods.
@inproceedings{De_Paula_2022, abstract = {To equip students with the practical capability to innovate, academic institutions are promoting industry collaboration projects, where students use creative approaches, such as, design thinking (DT), to solve complex business challenges. In creative team work, the ability to reflect upon and improve team dynamics is vital. However, research on the role of digital technology to support collaborative reflection is still in its infancy. This study presents a digital solution that uses micro surveys as an additional source of information for Educational Data Mining (EDM) analyses to support the collaborative reflection of students working in creativity-driven engineering projects. Using design science research, we identify the design requirements of the InnoPulse tool, implement the corresponding design features and evaluate our digital solution in a real-world educational setting. Our findings pave the way for the potential of ad-hoc data collection strategies to improve the collaborative reflection of students applying DT methods.}, author = {Paula, Danielly De and Hahn, David and Matthies, Christoph and Uebernickel, Falk}, booktitle = {Proceedings of the Annual Hawaii International Conference on System Sciences}, keywords = {tool}, publisher = {Hawaii International Conference on System Sciences}, title = {InnoPulse: a Tool to Support Collaborative Reflection in Creativity-Driven Engineering Projects}, year = 2022 }

2.
Matthies, C., Teusner, R., Perscheid, M.: Challenges (and Opportunities!) of a Remote Agile Software Engineering Project Course During COVID-19. Proceedings of the 55th Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences (2022).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ]
 
COVID-19 and its immediate impacts on teaching activities have required changes from computer science educators worldwide. We switched our on-site courses to remote setups without detailed knowledge of what tools, techniques, and methods would work in different teaching contexts. A growing amount of experience reports on general best practices for remote teaching in higher education are available. However, university courses featuring practical software development projects present unique challenges regarding remote learning, as effective student collaboration is vital. In these courses, students tackle situations in the project and their team meetings that would also occur in real software projects experienced in industry settings. In this paper, we share our experiences on how we successfully adapted our software engineering project course to a remote setup, which challenges we observed in student teams and how they can be mitigated, and what (surprisingly) worked better than expected. Finally, we propose improvements that we expect will be beneficial not only for future remote-only but also for hybrid or on-site courses.
@inproceedings{Matthies_2022, abstract = {COVID-19 and its immediate impacts on teaching activities have required changes from computer science educators worldwide. We switched our on-site courses to remote setups without detailed knowledge of what tools, techniques, and methods would work in different teaching contexts. A growing amount of experience reports on general best practices for remote teaching in higher education are available. However, university courses featuring practical software development projects present unique challenges regarding remote learning, as effective student collaboration is vital. In these courses, students tackle situations in the project and their team meetings that would also occur in real software projects experienced in industry settings. In this paper, we share our experiences on how we successfully adapted our software engineering project course to a remote setup, which challenges we observed in student teams and how they can be mitigated, and what (surprisingly) worked better than expected. Finally, we propose improvements that we expect will be beneficial not only for future remote-only but also for hybrid or on-site courses.}, author = {Matthies, Christoph and Teusner, Ralf and Perscheid, Michael}, booktitle = {Proceedings of the 55th Hawaii International Conference on System Sciences}, keywords = {teaching}, publisher = {Hawaii International Conference on System Sciences}, title = {Challenges (and Opportunities!) of a Remote Agile Software Engineering Project Course During {COVID}-19}, year = 2022 }

2021

1.
Dobrigkeit, F., Matthies, C., Pajak, P., Teusner, R.: Cherry Picking - Agile Software Development Teams Applying Design Thinking Tools. Agile Processes in Software Engineering and Extreme Programming textendash Workshops. pp. 201–206. Springer International Publishing (2021).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ]
 
Design Thinking (DT) is an established approach to conceptualize software products before starting the product development work. Research suggests that software development can benefit from a continuous integration of DT throughout Agile development processes. However, practitioners and researchers lack an in-depth understanding of which tools from the ever-growing DT toolbox are suited to support software development teams and their processes and how these tools can be applied to the teams’ daily work. As initial steps towards closing this knowledge gap, we present our experiences from testing five different DT tools from a previously developed toolbox with four Agile software development teams. Each team chose three tools to apply to their product, problem, and context during a workshop. We present summarised findings regarding the use cases, benefits, and challenges of these tools as experienced by the participants. Overall, the teams welcomed the DT tools and were able to independently apply them to achieve the desired effects, e.g., to highlight user needs, find product issues, and discover team challenges.
@incollection{Dobrigkeit_2021, abstract = {Design Thinking (DT) is an established approach to conceptualize software products before starting the product development work. Research suggests that software development can benefit from a continuous integration of DT throughout Agile development processes. However, practitioners and researchers lack an in-depth understanding of which tools from the ever-growing DT toolbox are suited to support software development teams and their processes and how these tools can be applied to the teams’ daily work. As initial steps towards closing this knowledge gap, we present our experiences from testing five different DT tools from a previously developed toolbox with four Agile software development teams. Each team chose three tools to apply to their product, problem, and context during a workshop. We present summarised findings regarding the use cases, benefits, and challenges of these tools as experienced by the participants. Overall, the teams welcomed the DT tools and were able to independently apply them to achieve the desired effects, e.g., to highlight user needs, find product issues, and discover team challenges.}, author = {Dobrigkeit, Franziska and Matthies, Christoph and Pajak, Philipp and Teusner, Ralf}, booktitle = {Agile Processes in Software Engineering and Extreme Programming {\textendash} Workshops}, keywords = {agile}, pages = {201–206}, publisher = {Springer International Publishing}, title = {Cherry Picking - Agile Software Development Teams Applying Design Thinking Tools}, year = 2021 }

2.
Teusner, R.: Situational Interventions and Peer Feedback in Massive Open Online Courses, https://doi.org/10.25932/publishup-50758, (2021).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Massive Open Online Courses (MOOCs) open up new opportunities to learn a wide variety of skills online and are thus well suited for individual education, especially where proffcient teachers are not available locally. At the same time, modern society is undergoing a digital transformation, requiring the training of large numbers of current and future employees. Abstract thinking, logical reasoning, and the need to formulate instructions for computers are becoming increasingly relevant. A holistic way to train these skills is to learn how to program. Programming, in addition to being a mental discipline, is also considered a craft, and practical training is required to achieve mastery. In order to effectively convey programming skills in MOOCs, practical exercises are incorporated into the course curriculum to offer students the necessary hands-on experience to reach an in-depth understanding of the programming concepts presented. Our preliminary analysis showed that while being an integral and rewarding part of courses, practical exercises bear the risk of overburdening students who are struggling with conceptual misunderstandings and unknown syntax. In this thesis, we develop, implement, and evaluate different interventions with the aim to improve the learning experience, sustainability, and success of online programming courses. Data from four programming MOOCs, with a total of over 60,000 participants, are employed to determine criteria for practical programming exercises best suited for a given audience. Based on over five million executions and scoring runs from students' task submissions, we deduce exercise difficulties, students' patterns in approaching the exercises, and potential flaws in exercise descriptions as well as preparatory videos. The primary issue in online learning is that students face a social gap caused by their isolated physical situation. Each individual student usually learns alone in front of a computer and suffers from the absence of a pre-determined time structure as provided in traditional school classes. Furthermore, online learning usually presses students into a one-size-fits-all curriculum, which presents the same content to all students, regardless of their individual needs and learning styles. Any means of a personalization of content or individual feedback regarding problems they encounter are mostly ruled out by the discrepancy between the number of learners and the number of instructors. This results in a high demand for self-motivation and determination of MOOC participants. Social distance exists between individual students as well as between students and course instructors. It decreases engagement and poses a threat to learning success. Within this research, we approach the identified issues within MOOCs and suggest scalable technical solutions, improving social interaction and balancing content difficulty. Our contributions include situational interventions, approaches for personalizing educational content as well as concepts for fostering collaborative problem-solving. With these approaches, we reduce counterproductive struggles and create a universal improvement for future programming MOOCs. We evaluate our approaches and methods in detail to improve programming courses for students as well as instructors and to advance the state of knowledge in online education. Data gathered from our experiments show that receiving peer feedback on one's programming problems improves overall course scores by up to 17%. Merely the act of phrasing a question about one's problem improved overall scores by about 14%. The rate of students reaching out for help was significantly improved by situational just-in-time interventions. Request for Comment interventions increased the share of students asking for help by up to 158%. Data from our four MOOCs further provide detailed insight into the learning behavior of students. We outline additional significant findings with regard to student behavior and demographic factors. Our approaches, the technical infrastructure, the numerous educational resources developed, and the data collected provide a solid foundation for future research.
@phdthesis{teusner2021situational, abstract = {Massive Open Online Courses (MOOCs) open up new opportunities to learn a wide variety of skills online and are thus well suited for individual education, especially where proffcient teachers are not available locally. At the same time, modern society is undergoing a digital transformation, requiring the training of large numbers of current and future employees. Abstract thinking, logical reasoning, and the need to formulate instructions for computers are becoming increasingly relevant. A holistic way to train these skills is to learn how to program. Programming, in addition to being a mental discipline, is also considered a craft, and practical training is required to achieve mastery. In order to effectively convey programming skills in MOOCs, practical exercises are incorporated into the course curriculum to offer students the necessary hands-on experience to reach an in-depth understanding of the programming concepts presented. Our preliminary analysis showed that while being an integral and rewarding part of courses, practical exercises bear the risk of overburdening students who are struggling with conceptual misunderstandings and unknown syntax. In this thesis, we develop, implement, and evaluate different interventions with the aim to improve the learning experience, sustainability, and success of online programming courses. Data from four programming MOOCs, with a total of over 60,000 participants, are employed to determine criteria for practical programming exercises best suited for a given audience. Based on over five million executions and scoring runs from students' task submissions, we deduce exercise difficulties, students' patterns in approaching the exercises, and potential flaws in exercise descriptions as well as preparatory videos. The primary issue in online learning is that students face a social gap caused by their isolated physical situation. Each individual student usually learns alone in front of a computer and suffers from the absence of a pre-determined time structure as provided in traditional school classes. Furthermore, online learning usually presses students into a one-size-fits-all curriculum, which presents the same content to all students, regardless of their individual needs and learning styles. Any means of a personalization of content or individual feedback regarding problems they encounter are mostly ruled out by the discrepancy between the number of learners and the number of instructors. This results in a high demand for self-motivation and determination of MOOC participants. Social distance exists between individual students as well as between students and course instructors. It decreases engagement and poses a threat to learning success. Within this research, we approach the identified issues within MOOCs and suggest scalable technical solutions, improving social interaction and balancing content difficulty. Our contributions include situational interventions, approaches for personalizing educational content as well as concepts for fostering collaborative problem-solving. With these approaches, we reduce counterproductive struggles and create a universal improvement for future programming MOOCs. We evaluate our approaches and methods in detail to improve programming courses for students as well as instructors and to advance the state of knowledge in online education. Data gathered from our experiments show that receiving peer feedback on one's programming problems improves overall course scores by up to 17%. Merely the act of phrasing a question about one's problem improved overall scores by about 14%. The rate of students reaching out for help was significantly improved by situational just-in-time interventions. Request for Comment interventions increased the share of students asking for help by up to 158%. Data from our four MOOCs further provide detailed insight into the learning behavior of students. We outline additional significant findings with regard to student behavior and demographic factors. Our approaches, the technical infrastructure, the numerous educational resources developed, and the data collected provide a solid foundation for future research.}, author = {Teusner, Ralf}, keywords = {MOOC collaboration peer-feedback intervention programming}, month = {may}, title = {Situational Interventions and Peer Feedback in Massive Open Online Courses}, year = 2021 }

3.
Hesse, G., Matthies, C., Perscheid, M., Uflacker, M., Plattner, H.: ESPBench: The Enterprise Stream Processing Benchmark. Proceedings of the ACM/SPEC International Conference on Performance Engineering. pp. 201–212 (2021).
[ Abstract ] [ BibTeX ] [ DOI ] [ Download ]
 
Growing data volumes and velocities in fields such as Industry 4.0 or the Internet of Things have led to the increased popularity of data stream processing systems. Enterprises can leverage these developments by enriching their core business data and analyses with up-to-date streaming data. Comparing streaming architectures for these complex use cases is challenging, as existing benchmarks do not cover them. ESPBench is a new enterprise stream processing benchmark that fills this gap. We present its architecture, the benchmarking process, and the query workload. We employ ESPBench on three state-of-the-art stream processing systems, Apache Spark, Apache Flink, and Hazelcast Jet, using provided query implementations developed with Apache Beam. Our results highlight the need for the provided ESPBench toolkit that supports benchmark execution, as it enables query result validation and objective latency measures.
@inproceedings{hesse2021espbench, abstract = {Growing data volumes and velocities in fields such as Industry 4.0 or the Internet of Things have led to the increased popularity of data stream processing systems. Enterprises can leverage these developments by enriching their core business data and analyses with up-to-date streaming data. Comparing streaming architectures for these complex use cases is challenging, as existing benchmarks do not cover them. ESPBench is a new enterprise stream processing benchmark that fills this gap. We present its architecture, the benchmarking process, and the query workload. We employ ESPBench on three state-of-the-art stream processing systems, Apache Spark, Apache Flink, and Hazelcast Jet, using provided query implementations developed with Apache Beam. Our results highlight the need for the provided ESPBench toolkit that supports benchmark execution, as it enables query result validation and objective latency measures.}, author = {Hesse, Guenter and Matthies, Christoph and Perscheid, Michael and Uflacker, Matthias and Plattner, Hasso}, booktitle = {Proceedings of the ACM/SPEC International Conference on Performance Engineering}, keywords = {imported esb benchmarking}, pages = {201–212}, title = {ESPBench: The Enterprise Stream Processing Benchmark}, year = 2021 }

4.
Hesse, G., Matthies, C., Uflacker, M.: How Fast Can We Insert? An Empirical Performance Evaluation of Apache Kafka. IEEE International Conference on Parallel and Distributed Systems (ICPADS). pp. 641–648 (2021).
[ Abstract ] [ BibTeX ] [ DOI ] [ Download ]
 
Message brokers see widespread adoption in modern IT landscapes, with Apache Kafka being one of the most employed platforms. These systems feature well-defined APIs for use and configuration and present flexible solutions for various data storage scenarios. Their ability to scale horizontally enables users to adapt to growing data volumes and changing environments. However, one of the main challenges concerning message brokers is the danger of them becoming a bottleneck within an IT architecture. To prevent this, knowledge about the amount of data a message broker using a specific configuration can handle needs to be available. In this paper, we propose a monitoring architecture for message brokers and similar Java Virtual Machine-based systems. We present a comprehensive performance analysis of the popular Apache Kafka platform using our approach. As part of the benchmark, we study selected data ingestion scenarios with respect to their maximum data ingestion rates. The results show that we can achieve an ingestion rate of about 420,000 messages/second on the used commodity hardware and with the developed data sender tool.
@inproceedings{hesse2021insert, abstract = {Message brokers see widespread adoption in modern IT landscapes, with Apache Kafka being one of the most employed platforms. These systems feature well-defined APIs for use and configuration and present flexible solutions for various data storage scenarios. Their ability to scale horizontally enables users to adapt to growing data volumes and changing environments. However, one of the main challenges concerning message brokers is the danger of them becoming a bottleneck within an IT architecture. To prevent this, knowledge about the amount of data a message broker using a specific configuration can handle needs to be available. In this paper, we propose a monitoring architecture for message brokers and similar Java Virtual Machine-based systems. We present a comprehensive performance analysis of the popular Apache Kafka platform using our approach. As part of the benchmark, we study selected data ingestion scenarios with respect to their maximum data ingestion rates. The results show that we can achieve an ingestion rate of about 420,000 messages/second on the used commodity hardware and with the developed data sender tool.}, author = {Hesse, Guenter and Matthies, Christoph and Uflacker, Matthias}, booktitle = {IEEE International Conference on Parallel and Distributed Systems (ICPADS)}, keywords = {imported esb kafka}, pages = {641-648}, title = {How Fast Can We Insert? An Empirical Performance Evaluation of Apache Kafka}, year = 2021 }

5.
Matthies, C., Dobrigkeit, F.: Experience vs Data: A Case for More Data-Informed Retrospective Activities. Lecture Notes in Business Information Processing. pp. 130–144. Springer International Publishing (2021).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Effective Retrospective meetings are vital for ensuring productive development processes because they provide the means for Agile software development teams to discuss and decide on future improvements of their collaboration. Retrospective agendas often include activities that encourage sharing ideas and motivate participants to discuss possible improvements. The outcomes of these activities steer the future directions of team dynamics and influence team happiness. However, few empirical evaluations of Retrospective activities are currently available. Additionally, most activities rely on team members experiences and neglect to take existing project data into account. With this paper we want to make a case for data-driven decision-making principles, which have largely been adopted in other business areas. Towards this goal we review existing retrospective activities and highlight activities that already use project data as well as activities that could be augmented to take advantage of additional, more subjective data sources. We conclude that data-driven decision-making principles, are advantageous, and yet underused, in modern Agile software development. Making use of project data in retrospective activities would strengthen this principle and is a viable approach as such data can support the teams in making decisions on process improvement.
@incollection{Matthies2021LASD, abstract = {Effective Retrospective meetings are vital for ensuring productive development processes because they provide the means for Agile software development teams to discuss and decide on future improvements of their collaboration. Retrospective agendas often include activities that encourage sharing ideas and motivate participants to discuss possible improvements. The outcomes of these activities steer the future directions of team dynamics and influence team happiness. However, few empirical evaluations of Retrospective activities are currently available. Additionally, most activities rely on team members experiences and neglect to take existing project data into account. With this paper we want to make a case for data-driven decision-making principles, which have largely been adopted in other business areas. Towards this goal we review existing retrospective activities and highlight activities that already use project data as well as activities that could be augmented to take advantage of additional, more subjective data sources. We conclude that data-driven decision-making principles, are advantageous, and yet underused, in modern Agile software development. Making use of project data in retrospective activities would strengthen this principle and is a viable approach as such data can support the teams in making decisions on process improvement.}, author = {Matthies, Christoph and Dobrigkeit, Franziska}, booktitle = {Lecture Notes in Business Information Processing}, keywords = {imported}, pages = {130-144}, publisher = {Springer International Publishing}, title = {Experience vs Data: A Case for More Data-Informed Retrospective Activities}, year = 2021 }

2020

1.
Matthies, C., Dobrigkeit, F., Hesse, G.: Mining for Process Improvements: Analyzing Software Repositories in Agile Retrospectives. IEEE/ACM International Conference on Software Engineering Workshops (ICSEW). pp. 189–190. ACM, New York, NY, USA (2020).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Software Repositories contain knowledge on how software engineering teams work, communicate, and collaborate. It can be used to develop a data-informed view of a team's development process, which in turn can be employed for process improvement initiatives. In modern, Agile development methods, process improvement takes place in Retrospective meetings, in which the last development iteration is discussed. However, previously proposed activities that take place in these meetings often do not rely on project data, instead depending solely on the perceptions of team members. We propose new Retrospective activities, based on mining the software repositories of individual teams, to complement existing approaches with more objective, data-informed process views.
@inproceedings{matthies2020mining, abstract = {Software Repositories contain knowledge on how software engineering teams work, communicate, and collaborate. It can be used to develop a data-informed view of a team's development process, which in turn can be employed for process improvement initiatives. In modern, Agile development methods, process improvement takes place in Retrospective meetings, in which the last development iteration is discussed. However, previously proposed activities that take place in these meetings often do not rely on project data, instead depending solely on the perceptions of team members. We propose new Retrospective activities, based on mining the software repositories of individual teams, to complement existing approaches with more objective, data-informed process views.}, address = {New York, NY, USA}, author = {Matthies, Christoph and Dobrigkeit, Franziska and Hesse, Guenter}, booktitle = {IEEE/ACM International Conference on Software Engineering Workshops (ICSEW)}, keywords = {software_engineering ese agile}, pages = {189-190}, publisher = {ACM}, series = {ICSEW'20}, title = {Mining for Process Improvements: Analyzing Software Repositories in Agile Retrospectives}, year = 2020 }

2.
Matthies, C., Dobrigkeit, F.: Towards Empirically Validated Remedies for Scrum Retrospective Headaches. Proceedings of the 53rd Hawaii International Conference on System Sciences (HICSS) (2020).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Agile methods, especially Scrum, have become staples of the modern software development industry. Retrospective meetings are Scrum's instrument for process improvement and adaptation. They are considered one of the most important aspects of the Scrum method and its implementation in organizations. However, Retrospectives face their own challenges. Agile practitioners have highlighted common problems, i.e. headaches, that repeatedly appear in meetings and negatively impact the quality of process improvement efforts. To remedy these headaches, Retrospective activities, which can help teams think together and break the usual routine, have been proposed. In this research, we present case studies of educational and industry teams, investigating the effects of eleven Retrospective activities on five identified headaches. While we find evidence for the claimed benefits of activities in the majority of studied cases, application of remedies also led to new headaches arising.
@inproceedings{matthies2020HICSS, abstract = {Agile methods, especially Scrum, have become staples of the modern software development industry. Retrospective meetings are Scrum's instrument for process improvement and adaptation. They are considered one of the most important aspects of the Scrum method and its implementation in organizations. However, Retrospectives face their own challenges. Agile practitioners have highlighted common problems, i.e. headaches, that repeatedly appear in meetings and negatively impact the quality of process improvement efforts. To remedy these headaches, Retrospective activities, which can help teams think together and break the usual routine, have been proposed. In this research, we present case studies of educational and industry teams, investigating the effects of eleven Retrospective activities on five identified headaches. While we find evidence for the claimed benefits of activities in the majority of studied cases, application of remedies also led to new headaches arising.}, author = {Matthies, Christoph and Dobrigkeit, Franziska}, booktitle = {Proceedings of the 53rd Hawaii International Conference on System Sciences (HICSS)}, keywords = {imported}, title = {Towards Empirically Validated Remedies for Scrum Retrospective Headaches}, year = 2020 }

3.
Matthies, C., Huegle, J., Dürschmid, T., Teusner, R.: Attitudes, Beliefs, and Development Data Concerning Agile Software Development Practices. In: Felderer, M., Hasselbring, W., Rabiser, R., and Jung, R. (eds.) Software Engineering 2020. pp. 73–74. Gesellschaft für Informatik e.V., Bonn (2020).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ]
 
This work is a summary of research previously published at the 41st International Conference on Software Engineering: Software Engineering Education and Training in 2019. The perceptions and attitudes of developers impact how software projects are run and which development practices are employed in development teams. Recent Agile methodologies have taken this into account, focusing on collaboration and a shared team culture. In this research, we investigate the perceptions of Agile development practices and their usage in Scrum software development teams. Although perceptions collected through surveys of 42 participating students did not evolve significantly over time, our analyses show that the Scrum role significantly impacted participants' views of employed development practices. We find that using the version control system according to Agile ideas was consistently rated most related to the values of the Agile Manifesto. Furthermore, we investigate how common software development artifacts can be used to gain insights into team behavior and present the development data measurements we employed. We show that we can reliably detect well-defined Agile practices, such Test-Driven Development, in this data and that usage of these practices coincided with participants' self-assessments.
@inproceedings{Matthies2020SE, abstract = {This work is a summary of research previously published at the 41st International Conference on Software Engineering: Software Engineering Education and Training in 2019. The perceptions and attitudes of developers impact how software projects are run and which development practices are employed in development teams. Recent Agile methodologies have taken this into account, focusing on collaboration and a shared team culture. In this research, we investigate the perceptions of Agile development practices and their usage in Scrum software development teams. Although perceptions collected through surveys of 42 participating students did not evolve significantly over time, our analyses show that the Scrum role significantly impacted participants' views of employed development practices. We find that using the version control system according to Agile ideas was consistently rated most related to the values of the Agile Manifesto. Furthermore, we investigate how common software development artifacts can be used to gain insights into team behavior and present the development data measurements we employed. We show that we can reliably detect well-defined Agile practices, such Test-Driven Development, in this data and that usage of these practices coincided with participants' self-assessments.}, address = {Bonn}, author = {Matthies, Christoph and Huegle, Johannes and Dürschmid, Tobias and Teusner, Ralf}, booktitle = {Software Engineering 2020}, editor = {Felderer, Michael and Hasselbring, Wilhelm and Rabiser, Rick and Jung, Reiner}, keywords = {imported}, pages = {73-74}, publisher = {Gesellschaft für Informatik e.V.}, title = {Attitudes, Beliefs, and Development Data Concerning Agile Software Development Practices}, year = 2020 }

4.
Ramin, F., Matthies, C., Teusner, R.: More than Code: Contributions in Scrum Software Engineering Teams. Proceedings of the IEEE/ACM 42nd International Conference on Software Engineering Workshops. pp. 137–140. ACM, New York, NY, USA (2020).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Motivated and competent team members are a vital part of Agile Software development and make or break any project's success. Motivation is fostered by continuous progress and recognition of efforts. These concepts are founding pillars of the Scrum methodology, which focuses on self-organizing teams. The types of contributions Scrum development team members make to a project's progress are not only technical. However, a comprehensive model comprising the varied contributions in modern software engineering teams is not yet established. We propose a model that incorporates contributions of all Scrum roles, explicitly including those which are not directly related to project artifacts. It improves the visibility of performed tasks, acts as a starting point for team retrospection, and serves as a foundation for discussion in the research community.
@inproceedings{Ramin2020ICSEW, abstract = {Motivated and competent team members are a vital part of Agile Software development and make or break any project's success. Motivation is fostered by continuous progress and recognition of efforts. These concepts are founding pillars of the Scrum methodology, which focuses on self-organizing teams. The types of contributions Scrum development team members make to a project's progress are not only technical. However, a comprehensive model comprising the varied contributions in modern software engineering teams is not yet established. We propose a model that incorporates contributions of all Scrum roles, explicitly including those which are not directly related to project artifacts. It improves the visibility of performed tasks, acts as a starting point for team retrospection, and serves as a foundation for discussion in the research community.}, address = {New York, NY, USA}, author = {Ramin, Frederike and Matthies, Christoph and Teusner, Ralf}, booktitle = {Proceedings of the IEEE/ACM 42nd International Conference on Software Engineering Workshops}, keywords = {imported}, pages = {137-140}, publisher = {ACM}, series = {ICSEW'20}, title = {More than Code: Contributions in Scrum Software Engineering Teams}, year = 2020 }

5.
Matthies, C.: Playing with Your Project Data in Scrum Retrospectives. Proceedings of the ACM/IEEE 42nd International Conference on Software Engineering: Companion Proceedings. pp. 113–115. ACM, New York, NY, USA (2020).
[ Abstract ] [ BibTeX ] [ DOI ]
 
Modern, agile software development methods rely on iterative work and improvement cycles to deliver their claimed benefits. In Scrum, the most popular agile method, process improvement is implemented through regular Retrospective meetings. In these meetings, team members reflect on the latest development iteration and decide on improvement actions. To identify potential issues, data on the completed iteration needs to be gathered. The Scrum method itself does not prescribe these steps in detail. However, Retrospective games, i.e. interactive group activities, have been proposed to encourage the sharing of experiences and problems. These activities mostly rely on the collected perceptions of team members. However, modern software development practices produce a large variety of digital project artifacts, e.g. commits in version control systems or test run results, which contain detailed information on performed teamwork. We propose taking advantage of this information in new, data-driven Retrospective activities, allowing teams to gain additional insights based on their own team-specific data.
@inproceedings{Matthies2020ICSE, abstract = {Modern, agile software development methods rely on iterative work and improvement cycles to deliver their claimed benefits. In Scrum, the most popular agile method, process improvement is implemented through regular Retrospective meetings. In these meetings, team members reflect on the latest development iteration and decide on improvement actions. To identify potential issues, data on the completed iteration needs to be gathered. The Scrum method itself does not prescribe these steps in detail. However, Retrospective games, i.e. interactive group activities, have been proposed to encourage the sharing of experiences and problems. These activities mostly rely on the collected perceptions of team members. However, modern software development practices produce a large variety of digital project artifacts, e.g. commits in version control systems or test run results, which contain detailed information on performed teamwork. We propose taking advantage of this information in new, data-driven Retrospective activities, allowing teams to gain additional insights based on their own team-specific data.}, address = {New York, NY, USA}, author = {Matthies, Christoph}, booktitle = {Proceedings of the ACM/IEEE 42nd International Conference on Software Engineering: Companion Proceedings}, keywords = {imported}, pages = {113-115}, publisher = {ACM}, series = {ICSE '20}, title = {Playing with Your Project Data in Scrum Retrospectives}, year = 2020 }

2019

1.
Matthies, C., Huegle, J., Dürschmid, T., Teusner, R.: Attitudes, Beliefs, and Development Data Concerning Agile Software Development Practices. 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET). pp. 158–169. IEEE (2019).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
The perceptions and attitudes of developers impact how software projects are run and which development practices are employed in development teams. Recent agile methodologies have taken this into account, focusing on collaboration and shared team culture. In this research, we investigate the perceptions of agile development practices and their usage in Scrum software development teams. Although perceptions collected through surveys of 42 participating students did not evolve significantly over time, our analyses show that the Scrum role significantly impacted participants' views of employed development practices. We find that using the version control system according to agile ideas was consistently rated most related to the values of the Agile Manifesto. Furthermore, we investigate how common software development artifacts can be used to gain insights into team behavior and present the development data measurements we employed. We show that we can reliably detect well-defined agile practices, such Test-Driven Development, in this data and that usage of these practices coincided with participants' self-assessments.
@inproceedings{matthies2019ICSE, abstract = {The perceptions and attitudes of developers impact how software projects are run and which development practices are employed in development teams. Recent agile methodologies have taken this into account, focusing on collaboration and shared team culture. In this research, we investigate the perceptions of agile development practices and their usage in Scrum software development teams. Although perceptions collected through surveys of 42 participating students did not evolve significantly over time, our analyses show that the Scrum role significantly impacted participants' views of employed development practices. We find that using the version control system according to agile ideas was consistently rated most related to the values of the Agile Manifesto. Furthermore, we investigate how common software development artifacts can be used to gain insights into team behavior and present the development data measurements we employed. We show that we can reliably detect well-defined agile practices, such Test-Driven Development, in this data and that usage of these practices coincided with participants' self-assessments.}, author = {Matthies, Christoph and Huegle, Johannes and Dürschmid, Tobias and Teusner, Ralf}, booktitle = {2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)}, keywords = {software_engineering Scrum metrics Agile}, month = {may}, pages = {158-169}, publisher = {IEEE}, title = {Attitudes, Beliefs, and Development Data Concerning Agile Software Development Practices}, year = 2019 }

2.
Matthies, C., Dobrigkeit, F., Hesse, G.: An Additional Set of (Automated) Eyes: Chatbots for Agile Retrospectives. IEEE/ACM International Workshop on Bots in Software Engineering (BotSE). pp. 34–37. IEEE (2019).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
With the recent advances in natural-language processing, combined with the ability to analyze large amounts of data across various domains, software bots can become virtual team members, providing an additional set of automated eyes and additional perspectives for informing and supporting teamwork. In this paper, we propose employing chatbots in the domain of software development with a focus on supporting analyses and measurements of teams' project data. The software project artifacts produced by agile teams during regular development activities, e.g. commits in a version control system, represent detailed information on how a team works and collaborates. Analyses of this data are especially relevant for agile retrospective meetings, where adaptations and improvements to the executed development process are discussed. Development teams can use these measurements to track the progress of identified improvement actions over development iterations. Chatbots provide a convenient user interface for interacting with the outcomes of retrospectives and the associated measurements in a chat-based channel that is already being employed by team members.
@inproceedings{matthies2019BotSE, abstract = {With the recent advances in natural-language processing, combined with the ability to analyze large amounts of data across various domains, software bots can become virtual team members, providing an additional set of automated eyes and additional perspectives for informing and supporting teamwork. In this paper, we propose employing chatbots in the domain of software development with a focus on supporting analyses and measurements of teams' project data. The software project artifacts produced by agile teams during regular development activities, e.g. commits in a version control system, represent detailed information on how a team works and collaborates. Analyses of this data are especially relevant for agile retrospective meetings, where adaptations and improvements to the executed development process are discussed. Development teams can use these measurements to track the progress of identified improvement actions over development iterations. Chatbots provide a convenient user interface for interacting with the outcomes of retrospectives and the associated measurements in a chat-based channel that is already being employed by team members.}, author = {Matthies, Christoph and Dobrigkeit, Franziska and Hesse, Guenter}, booktitle = {IEEE/ACM International Workshop on Bots in Software Engineering (BotSE)}, keywords = {software_engineering}, month = {may}, pages = {34-37}, publisher = {IEEE}, title = {An Additional Set of (Automated) Eyes: Chatbots for Agile Retrospectives}, year = 2019 }

3.
Hesse, G., Matthies, C., Sinzig, W., Uflacker, M.: Adding Value by Combining Business and Sensor Data: An Industry 4.0 Use Case. In: Li, G., Yang, J., Gama, J., Natwichai, J., and Tong, Y. (eds.) International Conference on Database Systems for Advanced Applications (DASFAA). pp. 528–532. Springer International Publishing (2019).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Industry 4.0 and the Internet of Things are recent developments that have lead to the creation of new kinds of manufacturing data. Linking this new kind of sensor data to traditional business information is crucial for enterprises to take advantage of the data's full potential. In this paper, we present a demo which allows experiencing this data integration, both vertically between technical and business contexts and horizontally along the value chain. The tool simulates a manufacturing company, continuously producing both business and sensor data, and supports issuing ad-hoc queries that answer specific questions related to the business. In order to adapt to different environments, users can configure sensor characteristics to their needs.
@inproceedings{hesse2019adding, abstract = {Industry 4.0 and the Internet of Things are recent developments that have lead to the creation of new kinds of manufacturing data. Linking this new kind of sensor data to traditional business information is crucial for enterprises to take advantage of the data's full potential. In this paper, we present a demo which allows experiencing this data integration, both vertically between technical and business contexts and horizontally along the value chain. The tool simulates a manufacturing company, continuously producing both business and sensor data, and supports issuing ad-hoc queries that answer specific questions related to the business. In order to adapt to different environments, users can configure sensor characteristics to their needs.}, author = {Hesse, Guenter and Matthies, Christoph and Sinzig, Werner and Uflacker, Matthias}, booktitle = {International Conference on Database Systems for Advanced Applications (DASFAA)}, editor = {Li, Guoliang and Yang, Jun and Gama, Joao and Natwichai, Juggapong and Tong, Yongxin}, keywords = {esb sensor_data data_integration industry4.0 business_data}, month = {April}, pages = {528-532}, publisher = {Springer International Publishing}, title = {Adding Value by Combining Business and Sensor Data: An Industry 4.0 Use Case}, volume = 11448, year = 2019 }

4.
Hesse, G., Matthies, C., Glass, K., Huegle, J., Uflacker, M.: Quantitative Impact Evaluation of an Abstraction Layer for Data Stream Processing Systems. IEEE International Conference on Distributed Computing Systems (ICDCS). pp. 1381–1392 (2019).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
With the demand to process ever-growing data volumes, a variety of new data stream processing frameworks have been developed. Moving an implementation from one such system to another, e.g., for performance reasons, requires adapting existing applications to new interfaces. Apache Beam addresses these high substitution costs by providing an abstraction layer that enables executing programs on any of the supported streaming frameworks. In this paper, we present a novel benchmark architecture for comparing the performance impact of using Apache Beam on three streaming frameworks: Apache Spark Streaming, Apache Flink, and Apache Apex. We find significant performance penalties when using Apache Beam for application development in the surveyed systems. Overall, usage of Apache Beam for the examined streaming applications caused a high variance of query execution times with a slowdown of up to a factor of 58 compared to queries developed without the abstraction layer. All developed benchmark artifacts are publicly available to ensure reproducible results.
@inproceedings{hesse2019quantitative, abstract = {With the demand to process ever-growing data volumes, a variety of new data stream processing frameworks have been developed. Moving an implementation from one such system to another, e.g., for performance reasons, requires adapting existing applications to new interfaces. Apache Beam addresses these high substitution costs by providing an abstraction layer that enables executing programs on any of the supported streaming frameworks. In this paper, we present a novel benchmark architecture for comparing the performance impact of using Apache Beam on three streaming frameworks: Apache Spark Streaming, Apache Flink, and Apache Apex. We find significant performance penalties when using Apache Beam for application development in the surveyed systems. Overall, usage of Apache Beam for the examined streaming applications caused a high variance of query execution times with a slowdown of up to a factor of 58 compared to queries developed without the abstraction layer. All developed benchmark artifacts are publicly available to ensure reproducible results.}, author = {Hesse, Guenter and Matthies, Christoph and Glass, Kelvin and Huegle, Johannes and Uflacker, Matthias}, booktitle = {IEEE International Conference on Distributed Computing Systems (ICDCS)}, keywords = {imported esb data_stream_processing}, pages = {1381-1392}, title = {Quantitative Impact Evaluation of an Abstraction Layer for Data Stream Processing Systems}, year = 2019 }

5.
Hesse, G., Sinzig, W., Matthies, C., Uflacker, M.: Application of Data Stream Processing Technologies in Industry 4.0: What is Missing?. International Conference on Data Science, Technology and Applications (DATA). pp. 304–310. SciTePress (2019).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Industry 4.0 is becoming more and more important for manufacturers as the developments in the area of Internet of Things advance. Another technology gaining more attention is data stream processing systems. Although such streaming frameworks seem to be a natural fit for Industry 4.0 scenarios, their application in this context is still low. The contributions in this paper are threefold. Firstly, we present industry findings that we derived from site inspections with a focus on Industry 4.0. Moreover, our view on Industry 4.0 and important related aspects is elaborated. As a third contribution, we illustrate our opinion on why data stream processing technologies could act as an enabler for Industry 4.0 and point out possible obstacles on this way.
@inproceedings{hesse2019application, abstract = {Industry 4.0 is becoming more and more important for manufacturers as the developments in the area of Internet of Things advance. Another technology gaining more attention is data stream processing systems. Although such streaming frameworks seem to be a natural fit for Industry 4.0 scenarios, their application in this context is still low. The contributions in this paper are threefold. Firstly, we present industry findings that we derived from site inspections with a focus on Industry 4.0. Moreover, our view on Industry 4.0 and important related aspects is elaborated. As a third contribution, we illustrate our opinion on why data stream processing technologies could act as an enabler for Industry 4.0 and point out possible obstacles on this way.}, author = {Hesse, Guenter and Sinzig, Werner and Matthies, Christoph and Uflacker, Matthias}, booktitle = {International Conference on Data Science, Technology and Applications (DATA)}, keywords = {esb industry4.0 data_stream_processing}, organization = {INSTICC}, pages = {304-310}, publisher = {SciTePress}, title = {Application of Data Stream Processing Technologies in Industry 4.0: What is Missing?}, year = 2019 }

6.
Matthies, C., Hesse, G.: Towards Using Data to Inform Decisions in Agile Software Development: Views of Available Data. International Conference on Software Technologies (ICSOFT). pp. 552–559. SciTePress (2019).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Software development comprises complex tasks which are performed by humans. It involves problem solving, domain understanding and communication skills as well as knowledge of a broad variety of technologies, architectures, and solution approaches. As such, software development projects include many situations where crucial decisions must be made. Making the appropriate organizational or technical choices for a given software team building a product can make the difference between project success or failure. Software development methods have introduced frameworks and sets of best practices for certain contexts, providing practitioners with established guidelines for these important choices. Current Agile methods employed in modern software development have highlighted the importance of the human factors in software development. These methods rely on short feedback loops and the self-organization of teams to enable collaborative decision making. While Agile methods stress the importance of empirical process control, i.e. relying on data to make decisions, they do not prescribe in detail how this goal should be achieved. In this paper, we describe the types and abstraction levels of data and decisions within modern software development teams and identify the benefits that usage of this data enables. We argue that the principles of data-driven decision making are highly applicable, yet underused, in modern Agile software development.
@inproceedings{matthies2019ICSOFT, abstract = {Software development comprises complex tasks which are performed by humans. It involves problem solving, domain understanding and communication skills as well as knowledge of a broad variety of technologies, architectures, and solution approaches. As such, software development projects include many situations where crucial decisions must be made. Making the appropriate organizational or technical choices for a given software team building a product can make the difference between project success or failure. Software development methods have introduced frameworks and sets of best practices for certain contexts, providing practitioners with established guidelines for these important choices. Current Agile methods employed in modern software development have highlighted the importance of the human factors in software development. These methods rely on short feedback loops and the self-organization of teams to enable collaborative decision making. While Agile methods stress the importance of empirical process control, i.e. relying on data to make decisions, they do not prescribe in detail how this goal should be achieved. In this paper, we describe the types and abstraction levels of data and decisions within modern software development teams and identify the benefits that usage of this data enables. We argue that the principles of data-driven decision making are highly applicable, yet underused, in modern Agile software development.}, author = {Matthies, Christoph and Hesse, Guenter}, booktitle = {International Conference on Software Technologies (ICSOFT)}, keywords = {software_engineering agile}, organization = {INSTICC}, pages = {552-559}, publisher = {SciTePress}, title = {Towards Using Data to Inform Decisions in Agile Software Development: Views of Available Data}, year = 2019 }

7.
Matthies, C.: Feedback in Scrum: Data-Informed Retrospectives. 2019 IEEE/ACM 41st International Conference on Software Engineering: Companion Proceedings (ICSE-Companion). pp. 198–201. IEEE (2019).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Improving the way that teams work together by reflecting and improving the executed process is at the heart of agile processes. The idea of iterative process improvement takes various forms in different agile development methodologies, e.g. Scrum Retrospectives. However, these methods do not prescribe how improvement steps should be conducted in detail. In this research we investigate how agile software teams can use their development data, such as commits or tickets, created during regular development activities, to drive and track process improvement steps. Our previous research focused on data-informed process improvement in the context of student teams, where controlled circumstances and deep domain knowledge allowed creation and usage of specific process measures. Encouraged by positive results in this area, we investigate the process improvement approaches employed in industry teams. Researching how the vital mechanism of process improvement is implemented and how development data is already being used in practice in modern software development leads to a more complete picture of agile process improvement. It is the first step in enabling a data-informed feedback and improvement process, tailored to a team's context and based on the development data of individual teams.
@inproceedings{Matthies2019ICSE_DS, abstract = {Improving the way that teams work together by reflecting and improving the executed process is at the heart of agile processes. The idea of iterative process improvement takes various forms in different agile development methodologies, e.g. Scrum Retrospectives. However, these methods do not prescribe how improvement steps should be conducted in detail. In this research we investigate how agile software teams can use their development data, such as commits or tickets, created during regular development activities, to drive and track process improvement steps. Our previous research focused on data-informed process improvement in the context of student teams, where controlled circumstances and deep domain knowledge allowed creation and usage of specific process measures. Encouraged by positive results in this area, we investigate the process improvement approaches employed in industry teams. Researching how the vital mechanism of process improvement is implemented and how development data is already being used in practice in modern software development leads to a more complete picture of agile process improvement. It is the first step in enabling a data-informed feedback and improvement process, tailored to a team's context and based on the development data of individual teams.}, author = {Matthies, Christoph}, booktitle = {2019 IEEE/ACM 41st International Conference on Software Engineering: Companion Proceedings (ICSE-Companion)}, keywords = {imported}, month = {may}, pages = {198-201}, publisher = {IEEE}, title = {Feedback in Scrum: Data-Informed Retrospectives}, year = 2019 }

8.
Matthies, C.: Agile Process Improvement in Retrospectives. 2019 IEEE/ACM 41st International Conference on Software Engineering: Companion Proceedings (ICSE-Companion). pp. 150–152. IEEE (2019).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Working in iterations and repeatedly improving team workflows based on collected feedback is fundamental to agile software development processes. Scrum, the most popular agile method, provides dedicated retrospective meetings to reflect on the last development iteration and to decide on process improvement actions. However, agile methods do not prescribe how these improvement actions should be identified, managed or tracked in detail. The approaches to detect and remove problems in software development processes are therefore often based on intuition and prior experiences and perceptions of team members. Previous research in this area has focused on approaches to elicit a team's improvement opportunities as well as measurements regarding the work performed in an iteration, e.g. Scrum burn-down charts. Little research deals with the quality and nature of identified problems or how progress towards removing issues is measured. In this research, we investigate how agile development teams in the professional software industry organize their feedback and process improvement approaches. In particular, we focus on the structure and content of improvement and reflection meetings, i.e. retrospectives, and their outcomes. Researching how the vital mechanism of process improvement is implemented in practice in modern software development leads to a more complete picture of agile process improvement.
@inproceedings{Matthies2019ICSE_SRC, abstract = {Working in iterations and repeatedly improving team workflows based on collected feedback is fundamental to agile software development processes. Scrum, the most popular agile method, provides dedicated retrospective meetings to reflect on the last development iteration and to decide on process improvement actions. However, agile methods do not prescribe how these improvement actions should be identified, managed or tracked in detail. The approaches to detect and remove problems in software development processes are therefore often based on intuition and prior experiences and perceptions of team members. Previous research in this area has focused on approaches to elicit a team's improvement opportunities as well as measurements regarding the work performed in an iteration, e.g. Scrum burn-down charts. Little research deals with the quality and nature of identified problems or how progress towards removing issues is measured. In this research, we investigate how agile development teams in the professional software industry organize their feedback and process improvement approaches. In particular, we focus on the structure and content of improvement and reflection meetings, i.e. retrospectives, and their outcomes. Researching how the vital mechanism of process improvement is implemented in practice in modern software development leads to a more complete picture of agile process improvement.}, author = {Matthies, Christoph}, booktitle = {2019 IEEE/ACM 41st International Conference on Software Engineering: Companion Proceedings (ICSE-Companion)}, keywords = {imported}, month = {may}, pages = {150-152}, publisher = {IEEE}, title = {Agile Process Improvement in Retrospectives}, year = 2019 }

9.
Matthies, C., Dobrigkeit, F., Ernst, A.: Counteracting Agile Retrospective Problems with Retrospective Activities. In: Walker, A., O’Connor, R.V., and Messnarz, R. (eds.) Systems, Software and Services Process Improvement. EuroSPI 2019. Communications in Computer and Information Science. pp. 532–545. Springer International Publishing (2019).
[ Abstract ] [ BibTeX ] [ DOI ] [ Download ]
 
Retrospective meetings are a fundamental part of Agile software development methods. Effective retrospectives can positively impact teamwork, productivity, and work satisfaction. In this paper, we focus on problems that commonly occur during these meetings. To address them, we suggest retrospective activities that are already used in practice. These activities provide structure and guide the team through the meeting. We created a mapping between a selection of these activities and the problems they attempt to solve. We evaluated the created mapping through multiple case studies with software development teams in educational and professional contexts. Our results verify the existence of a relationship between specific retrospective activities and connected retrospective problems. Furthermore, using observational studies we could verify parts of the created problem-activity mapping.
@inproceedings{matthies2019EuroSPI, abstract = {Retrospective meetings are a fundamental part of Agile software development methods. Effective retrospectives can positively impact teamwork, productivity, and work satisfaction. In this paper, we focus on problems that commonly occur during these meetings. To address them, we suggest retrospective activities that are already used in practice. These activities provide structure and guide the team through the meeting. We created a mapping between a selection of these activities and the problems they attempt to solve. We evaluated the created mapping through multiple case studies with software development teams in educational and professional contexts. Our results verify the existence of a relationship between specific retrospective activities and connected retrospective problems. Furthermore, using observational studies we could verify parts of the created problem-activity mapping.}, author = {Matthies, Christoph and Dobrigkeit, Franziska and Ernst, Alexander}, booktitle = {Systems, Software and Services Process Improvement. EuroSPI 2019. Communications in Computer and Information Science.}, editor = {Walker, Alastair and O'Connor, Rory V. and Messnarz, Richard}, keywords = {imported}, pages = {532-545}, publisher = {Springer International Publishing}, title = {Counteracting Agile Retrospective Problems with Retrospective Activities}, volume = 1060, year = 2019 }

2018

1.
Teusner, R., Matthies, C., Staubitz, T.: What Stays in Mind? - Retention Rates in Programming MOOCs. 2018 IEEE Frontiers in Education Conference (FIE) (2018).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
This work presents insights about the long-term effects and retention rates of knowledge acquired within MOOCs. In 2015 and 2017, we conducted two introductory MOOCs on object-oriented programming in Java with each over 10,000 registered participants. In this paper, we analyze course scores, quiz results and self-stated skill levels of our participants. The aim of our analysis is to uncover factors influencing the retention of acquired knowledge, such as time passed or knowledge application, in order to improve long-term success. While we know that some participants learned the programming basics within our course, we lack information on whether this knowledge was applied and fortified after the course's end. To fill this knowledge gap, we conducted a survey in 2018 among all participants of our 2015 and 2017 programming MOOCs. The first part of the survey elicits responses on whether and how MOOC knowledge was applied and gives participants opportunity to voice individual feedback. The second part of the survey contains several questions of increasing difficulty and complexity regarding course content in order to learn about the consolidation of the acquired knowledge. We distinguish three programming knowledge areas in the survey: First, understanding of concepts, such as loops and boolean algebra. Second, syntax knowledge, such as specific keywords. Third, practical skills including debugging and coding. We further analyzed the long-term effects separately per participant skill group. While answer rates were low, the collected data shows a decrease of knowledge over time, relatively unaffected by skill level. Application of the acquired knowledge improves the memory retention rates of MOOC participants across all skill levels.
@inproceedings{teusner2018stays, abstract = {This work presents insights about the long-term effects and retention rates of knowledge acquired within MOOCs. In 2015 and 2017, we conducted two introductory MOOCs on object-oriented programming in Java with each over 10,000 registered participants. In this paper, we analyze course scores, quiz results and self-stated skill levels of our participants. The aim of our analysis is to uncover factors influencing the retention of acquired knowledge, such as time passed or knowledge application, in order to improve long-term success. While we know that some participants learned the programming basics within our course, we lack information on whether this knowledge was applied and fortified after the course's end. To fill this knowledge gap, we conducted a survey in 2018 among all participants of our 2015 and 2017 programming MOOCs. The first part of the survey elicits responses on whether and how MOOC knowledge was applied and gives participants opportunity to voice individual feedback. The second part of the survey contains several questions of increasing difficulty and complexity regarding course content in order to learn about the consolidation of the acquired knowledge. We distinguish three programming knowledge areas in the survey: First, understanding of concepts, such as loops and boolean algebra. Second, syntax knowledge, such as specific keywords. Third, practical skills including debugging and coding. We further analyzed the long-term effects separately per participant skill group. While answer rates were low, the collected data shows a decrease of knowledge over time, relatively unaffected by skill level. Application of the acquired knowledge improves the memory retention rates of MOOC participants across all skill levels.}, author = {Teusner, Ralf and Matthies, Christoph and Staubitz, Thomas}, booktitle = {2018 IEEE Frontiers in Education Conference (FIE)}, keywords = {myown}, title = {What Stays in Mind? - Retention Rates in Programming MOOCs}, year = 2018 }

2.
Matthies, C., Teusner, R., Hesse, G.: Beyond Surveys: Analyzing Software Development Artifacts to Assess Teaching Efforts. IEEE Frontiers in Education Conference (FIE). pp. 1–9 (2018).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
This Innovative Practice Full Paper presents an approach of using software development artifacts to gauge student behavior and the effectiveness of changes to curriculum design. There is an ongoing need to adapt university courses to changing requirements and shifts in industry. As an educator it is therefore vital to have access to methods, with which to ascertain the effects of curriculum design changes. In this paper, we present our approach of analyzing software repositories in order to gauge student behavior during project work. We evaluate this approach in a case study of a university undergraduate software development course teaching agile development methodologies. Surveys revealed positive attitudes towards the course and the change of employed development methodology from Scrum to Kanban. However, surveys were not usable to ascertain the degree to which students had adapted their workflows and whether they had done so in accordance with course goals. Therefore, we analyzed students' software repository data, which represents information that can be collected by educators to reveal insights into learning successes and detailed student behavior. We analyze the software repositories created during the last five courses, and evaluate differences in workflows between Kanban and Scrum usage.
@inproceedings{matthies2018fie, abstract = {This Innovative Practice Full Paper presents an approach of using software development artifacts to gauge student behavior and the effectiveness of changes to curriculum design. There is an ongoing need to adapt university courses to changing requirements and shifts in industry. As an educator it is therefore vital to have access to methods, with which to ascertain the effects of curriculum design changes. In this paper, we present our approach of analyzing software repositories in order to gauge student behavior during project work. We evaluate this approach in a case study of a university undergraduate software development course teaching agile development methodologies. Surveys revealed positive attitudes towards the course and the change of employed development methodology from Scrum to Kanban. However, surveys were not usable to ascertain the degree to which students had adapted their workflows and whether they had done so in accordance with course goals. Therefore, we analyzed students' software repository data, which represents information that can be collected by educators to reveal insights into learning successes and detailed student behavior. We analyze the software repositories created during the last five courses, and evaluate differences in workflows between Kanban and Scrum usage.}, author = {Matthies, Christoph and Teusner, Ralf and Hesse, Guenter}, booktitle = {IEEE Frontiers in Education Conference (FIE)}, keywords = {development_artifacts software_engineering Kanban Scrum Education}, month = {oct}, pages = {1-9}, title = {Beyond Surveys: Analyzing Software Development Artifacts to Assess Teaching Efforts}, year = 2018 }

3.
Matthies, C.: Scrum2Kanban: Integrating Kanban and Scrum in a University Software Engineering Capstone Course. Proceedings of the 2nd International Workshop on Software Engineering Education for Millennials. pp. 48–55. ACM, New York, NY, USA (2018).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Using university capstone courses to teach agile software development methodologies has become commonplace, as agile methods have gained support in professional software development. This usually means students are introduced to and work with the currently most popular agile methodology: Scrum. However, as the agile methods employed in the industry change and are adapted to different contexts, university courses must follow suit. A prime example of this is the Kanban method, which has recently gathered attention in the industry. In this paper, we describe a capstone course design, which adds the hands-on learning of the lean principles advocated by Kanban into a capstone project run with Scrum. This both ensures that students are aware of recent process frameworks and ideas as well as gain a more thorough overview of how agile methods can be employed in practice. We describe the details of the course and analyze the participating students' perceptions as well as our observations. We analyze the development artifacts, created by students during the course in respect to the two different development methodologies. We further present a summary of the lessons learned as well as recommendations for future similar courses. The survey conducted at the end of the course revealed an overwhelmingly positive attitude of students towards the integration of Kanban into the course.
@inproceedings{matthies2018seem, abstract = {Using university capstone courses to teach agile software development methodologies has become commonplace, as agile methods have gained support in professional software development. This usually means students are introduced to and work with the currently most popular agile methodology: Scrum. However, as the agile methods employed in the industry change and are adapted to different contexts, university courses must follow suit. A prime example of this is the Kanban method, which has recently gathered attention in the industry. In this paper, we describe a capstone course design, which adds the hands-on learning of the lean principles advocated by Kanban into a capstone project run with Scrum. This both ensures that students are aware of recent process frameworks and ideas as well as gain a more thorough overview of how agile methods can be employed in practice. We describe the details of the course and analyze the participating students' perceptions as well as our observations. We analyze the development artifacts, created by students during the course in respect to the two different development methodologies. We further present a summary of the lessons learned as well as recommendations for future similar courses. The survey conducted at the end of the course revealed an overwhelmingly positive attitude of students towards the integration of Kanban into the course.}, address = {New York, NY, USA}, author = {Matthies, Christoph}, booktitle = {Proceedings of the 2nd International Workshop on Software Engineering Education for Millennials}, keywords = {software_engineering Kanban Scrum capstone_course agile}, pages = {48-55}, publisher = {ACM}, series = {SEEM '18}, title = {Scrum2Kanban: Integrating Kanban and Scrum in a University Software Engineering Capstone Course}, type = {Publication}, year = 2018 }

4.
Hesse, G., Reissaus, B., Matthies, C., Lorenz, M., Kraus, M., Uflacker, M.: Senska - Towards an Enterprise Streaming Benchmark. TPC Technology Conference (TPCTC). pp. 25–40. , Cham (2018).
[ Abstract ] [ BibTeX ] [ DOI ] [ Download ]
 
In the light of growing data volumes and continuing digitization in fields such as Industry 4.0 or Internet of Things, data stream processing have gained popularity and importance. Especially enterprises can benefit from this development by augmenting their vital, core business data with up-to-date streaming information. Enriching this transactional data with detailed information from high-frequency data streams allows answering new analytical questions as well as improving current analyses, e.g., regarding predictive maintenance. Comparing such data stream processing architectures for use in an enterprise context, i.e., when combining streaming and business data, is currently a challenging task as there is no suitable benchmark.
@inproceedings{hesse2018senska, abstract = {In the light of growing data volumes and continuing digitization in fields such as Industry 4.0 or Internet of Things, data stream processing have gained popularity and importance. Especially enterprises can benefit from this development by augmenting their vital, core business data with up-to-date streaming information. Enriching this transactional data with detailed information from high-frequency data streams allows answering new analytical questions as well as improving current analyses, e.g., regarding predictive maintenance. Comparing such data stream processing architectures for use in an enterprise context, i.e., when combining streaming and business data, is currently a challenging task as there is no suitable benchmark.}, address = {Cham}, author = {Hesse, Guenter and Reissaus, Benjamin and Matthies, Christoph and Lorenz, Martin and Kraus, Milena and Uflacker, Matthias}, booktitle = {TPC Technology Conference (TPCTC)}, keywords = {esb benchmarking data_stream_processing senska}, pages = {25-40}, title = {Senska - Towards an Enterprise Streaming Benchmark}, type = {Publication}, year = 2018 }

2017

1.
Matthies, C., Treffer, A., Uflacker, M.: Prof. CI: Employing Continuous Integration Services and GitHub Workflows to Teach Test-Driven Development. 2017 IEEE Frontiers in Education Conference (FIE). pp. 1–8 (2017).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Teaching programming using Massive Open Online Courses (MOOCs) is gaining popularity due to their scalability and efficiency of knowledge distribution. However, participating in these courses usually means fully committing to the supplied programming environment in the browser. While this allows a consistent and controllable setup, learners do not gain experience with actual development tools, such as local code editors, testing frameworks, issue trackers or continuous integration (CI) services, which is critical for subsequent real-world projects. Furthermore, the tests for the functionality that is to be developed are oftentimes already available in MOOCs and simply need to be executed, leading to less involvement with developing appropriate tests. In order to tackle these issues while maintaining a high degree of automation and scalability, we developed Prof. CI, a novel approach to conducting online exercises. Prof. CI leverages the existing automation infrastructure that developers use daily, i.e. CI services and Github workflows, to teach test-driven development (TDD) practices. Participants work on their own repositories in Github and receive feedback and new challenges from the CI server when they push their code. We have successfully applied this approach in a pilot project with 30 undergraduate students learning the Ruby on Rails web development framework. Our evaluation shows that the exercise effectively increased students' motivation to write tests for their code. We also present the results of participant surveys, students' experiences and teachers' observations.
@inproceedings{matthies2017fie, abstract = {Teaching programming using Massive Open Online Courses (MOOCs) is gaining popularity due to their scalability and efficiency of knowledge distribution. However, participating in these courses usually means fully committing to the supplied programming environment in the browser. While this allows a consistent and controllable setup, learners do not gain experience with actual development tools, such as local code editors, testing frameworks, issue trackers or continuous integration (CI) services, which is critical for subsequent real-world projects. Furthermore, the tests for the functionality that is to be developed are oftentimes already available in MOOCs and simply need to be executed, leading to less involvement with developing appropriate tests. In order to tackle these issues while maintaining a high degree of automation and scalability, we developed Prof. CI, a novel approach to conducting online exercises. Prof. CI leverages the existing automation infrastructure that developers use daily, i.e. CI services and Github workflows, to teach test-driven development (TDD) practices. Participants work on their own repositories in Github and receive feedback and new challenges from the CI server when they push their code. We have successfully applied this approach in a pilot project with 30 undergraduate students learning the Ruby on Rails web development framework. Our evaluation shows that the exercise effectively increased students' motivation to write tests for their code. We also present the results of participant surveys, students' experiences and teachers' observations.}, author = {Matthies, Christoph and Treffer, Arian and Uflacker, Matthias}, booktitle = {2017 IEEE Frontiers in Education Conference (FIE)}, keywords = {Test-Driven-Development Introduction Programming Education Course}, month = {Oct.}, pages = {1-8}, title = {Prof. CI: Employing Continuous Integration Services and GitHub Workflows to Teach Test-Driven Development}, year = 2017 }

2.
Teusner, R., Matthies, C., Giese, P.: Should I Bug You? Identifying Domain Experts in Software Projects Using Code Complexity Metrics. 2017 IEEE International Conference on Software Quality, Reliability and Security (QRS). pp. 418–425 (2017).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
In any sufficiently complex software system there are experts, having a deeper understanding of parts of the system than others. However, it is not always clear who these experts are and which particular parts of the system they can provide help with. We propose a framework to elicit the expertise of developers and recommend experts by analyzing complexity measures over time. Furthermore, teams can detect those parts of the software for which currently no, or only few experts exist and take preventive actions to keep the collective code knowledge and ownership high. We employed the developed approach at a medium-sized company. The results were evaluated with a survey, comparing the perceived and the computed expertise of developers. We show that aggregated code metrics can be used to identify experts for different software components. The identified experts were rated as acceptable candidates by developers in over 90% of all cases.
@inproceedings{teusner2017qrs, abstract = {In any sufficiently complex software system there are experts, having a deeper understanding of parts of the system than others. However, it is not always clear who these experts are and which particular parts of the system they can provide help with. We propose a framework to elicit the expertise of developers and recommend experts by analyzing complexity measures over time. Furthermore, teams can detect those parts of the software for which currently no, or only few experts exist and take preventive actions to keep the collective code knowledge and ownership high. We employed the developed approach at a medium-sized company. The results were evaluated with a survey, comparing the perceived and the computed expertise of developers. We show that aggregated code metrics can be used to identify experts for different software components. The identified experts were rated as acceptable candidates by developers in over 90% of all cases.}, author = {Teusner, Ralf and Matthies, Christoph and Giese, Philipp}, booktitle = {2017 IEEE International Conference on Software Quality, Reliability and Security (QRS)}, keywords = {in-memory_database}, month = {July}, pages = {418-425}, title = {Should I Bug You? Identifying Domain Experts in Software Projects Using Code Complexity Metrics}, year = 2017 }

3.
Hesse, G., Matthies, C., Reissaus, B., Uflacker, M.: A New Application Benchmark for Data Stream Processing Architectures in an Enterprise Context: Doctoral Symposium. ACM International Conference on Distributed and Event-based Systems (DEBS). pp. 359–362 (2017).
[ Abstract ] [ BibTeX ] [ DOI ] [ Download ]
 
Against the backdrop of ever-growing data volumes and trends like the Internet of Things (IoT) or Industry 4.0, Data Stream Processing Systems (DSPSs) or data stream processing architectures in general receive a greater interest. Continuously analyzing streams of data allows immediate responses to environmental changes. A challenging task in that context is assessing and comparing data stream processing architectures in order to identify the most suitable one for certain settings. The present paper provides an overview about performance benchmarks that can be used for analyzing data stream processing applications. By describing shortcomings of these benchmarks, the need for a new application benchmark in this area, especially for a benchmark covering enterprise architectures, is highlighted. A key role in such an enterprise context is the combination of streaming data and business data, which is barely covered in current data stream processing benchmarks. Furthermore, first ideas towards the development of a solution, i.e., a new application benchmark that is able to fill the existing gap, are depicted.
@inproceedings{Guenter2017a, abstract = {Against the backdrop of ever-growing data volumes and trends like the Internet of Things (IoT) or Industry 4.0, Data Stream Processing Systems (DSPSs) or data stream processing architectures in general receive a greater interest. Continuously analyzing streams of data allows immediate responses to environmental changes. A challenging task in that context is assessing and comparing data stream processing architectures in order to identify the most suitable one for certain settings. The present paper provides an overview about performance benchmarks that can be used for analyzing data stream processing applications. By describing shortcomings of these benchmarks, the need for a new application benchmark in this area, especially for a benchmark covering enterprise architectures, is highlighted. A key role in such an enterprise context is the combination of streaming data and business data, which is barely covered in current data stream processing benchmarks. Furthermore, first ideas towards the development of a solution, i.e., a new application benchmark that is able to fill the existing gap, are depicted.}, author = {Hesse, Guenter and Matthies, Christoph and Reissaus, Benjamin and Uflacker, Matthias}, booktitle = {ACM International Conference on Distributed and Event-based Systems (DEBS)}, keywords = {Internet_of_Things esb Performance_Benchmarking Stream_Processing Benchmark_Development Data_Stream_Processing}, pages = {359-362}, series = {DEBS '17}, title = {A New Application Benchmark for Data Stream Processing Architectures in an Enterprise Context: Doctoral Symposium}, year = 2017 }

2016

1.
Matthies, C., Kowark, T., Uflacker, M., Plattner, H.: Agile Metrics for a University Software Engineering Course. 2016 IEEE Frontiers in Education Conference (FIE). pp. 1–5. IEEE (2016).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Teaching agile software development by pairing lectures with hands-on projects has become the norm. This approach poses the problem of grading and evaluating practical project work as well as process conformance during development. Yet, few best practices exist for measuring the success of students in implementing agile practices. Most university courses rely on observations during the course or final oral exams. In this paper, we propose a set of metrics which give insights into the adherence to agile practices in teams. The metrics identify instances in development data, e.g. commits or user stories, where agile processes were not followed. The identified violations can serve as starting points for further investigation and team discussions. With contextual knowledge of the violation, the executed process or the metric itself can be refined. The metrics reflect our experiences with running a software engineering course over the last five years. They measure aspects which students frequently have issues with and that diminish process adoption and student engagement. We present the proposed metrics, which were tested in the latest course installment, alongside tutoring, lectures, and oral exams.
@inproceedings{matthies2016fie, abstract = {Teaching agile software development by pairing lectures with hands-on projects has become the norm. This approach poses the problem of grading and evaluating practical project work as well as process conformance during development. Yet, few best practices exist for measuring the success of students in implementing agile practices. Most university courses rely on observations during the course or final oral exams. In this paper, we propose a set of metrics which give insights into the adherence to agile practices in teams. The metrics identify instances in development data, e.g. commits or user stories, where agile processes were not followed. The identified violations can serve as starting points for further investigation and team discussions. With contextual knowledge of the violation, the executed process or the metric itself can be refined. The metrics reflect our experiences with running a software engineering course over the last five years. They measure aspects which students frequently have issues with and that diminish process adoption and student engagement. We present the proposed metrics, which were tested in the latest course installment, alongside tutoring, lectures, and oral exams.}, author = {Matthies, Christoph and Kowark, Thomas and Uflacker, Matthias and Plattner, Hasso}, booktitle = {2016 IEEE Frontiers in Education Conference (FIE)}, keywords = {imported software_engineering metrics agile}, month = {October}, pages = {1-5}, publisher = {IEEE}, title = {Agile Metrics for a University Software Engineering Course}, year = 2016 }

2.
Kowark, T., Matthies, C., Uflacker, M., Plattner, H.: Lightweight Collection and Storage of Software Repository Data with DataRover. Proceedings of the 31st IEEE/ACM International Conference on Automated Software Engineering. pp. 810–815. ACM, New York, NY, USA (2016).
[ Abstract ] [ BibTeX ] [ DOI ] [ Download ]
 
The ease of setting up collaboration infrastructures for software engineering projects creates a challenge for researchers that aim to analyze the resulting data. As teams can choose from various available software-as-a-service solutions and can configure them with a few clicks, researchers have to create and maintain multiple implementations for collecting and aggregating the collaboration data in order to perform their analyses across different setups. The DataRover system presented in this paper simplifies this task by only requiring custom source code for API authentication and querying. Data transformation and linkage is performed based on mappings, which users can define based on sample responses through a graphical front end. This allows storing the same input data in formats and databases most suitable for the intended analysis without requiring additional coding. Furthermore, API responses are continuously monitored to detect changes and allow users to update their mappings and data collectors accordingly. A screencast of the described use cases is available at https: //youtu.be/mt4ztff4SfU.
@inproceedings{Thomas2016a, abstract = {The ease of setting up collaboration infrastructures for software engineering projects creates a challenge for researchers that aim to analyze the resulting data. As teams can choose from various available software-as-a-service solutions and can configure them with a few clicks, researchers have to create and maintain multiple implementations for collecting and aggregating the collaboration data in order to perform their analyses across different setups. The DataRover system presented in this paper simplifies this task by only requiring custom source code for API authentication and querying. Data transformation and linkage is performed based on mappings, which users can define based on sample responses through a graphical front end. This allows storing the same input data in formats and databases most suitable for the intended analysis without requiring additional coding. Furthermore, API responses are continuously monitored to detect changes and allow users to update their mappings and data collectors accordingly. A screencast of the described use cases is available at https: //youtu.be/mt4ztff4SfU.}, address = {New York, NY, USA}, author = {Kowark, Thomas and Matthies, Christoph and Uflacker, Matthias and Plattner, Hasso}, booktitle = {Proceedings of the 31st IEEE/ACM International Conference on Automated Software Engineering}, keywords = {api_monitoring imported data_collection data_storage link_discovery data_mapping_definition}, month = 9, pages = {810-815}, publisher = {ACM}, series = {ASE 2016}, title = {Lightweight Collection and Storage of Software Repository Data with DataRover}, year = 2016 }

3.
Matthies, C., Kowark, T., Richly, K., Uflacker, M., Plattner, H.: How Surveys, Tutors, and Software Help to Assess Scrum Adoption in a Classroom Software Engineering Project. Proceedings of the 38th International Conference on Software Engineering Companion. pp. 313–322. ACM, New York, NY, USA (2016).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Agile methods are best taught in a hands-on fashion in realistic projects. The main challenge in doing so is to assess whether students apply the methods correctly without requiring complete supervision throughout the entire project. This paper presents experiences from a classroom project where 38 students developed a single system using a scaled version of Scrum. Surveys helped us to identify which elements of Scrum correlated most with student satisfaction or posed the biggest challenges. These insights were augmented by a team of tutors, which accompanied main meetings throughout the project to provide feedback to the teams, and captured impressions of method application in practice. Finally, we performed a post-hoc, tool-supported analysis of collaboration artifacts to detect concrete indicators for anti-patterns in Scrum adoption. Through the combination of these techniques we were able to understand how students implemented Scrum in this course and which elements require further lecturing and tutoring in future iterations. Automated analysis of collaboration artifacts proved to be a promising addition to the development process that could potentially reduce manual efforts in future courses and allow for more concrete and targeted feedback, as well as more objective assessment.
@inproceedings{matthies2016icse, abstract = {Agile methods are best taught in a hands-on fashion in realistic projects. The main challenge in doing so is to assess whether students apply the methods correctly without requiring complete supervision throughout the entire project. This paper presents experiences from a classroom project where 38 students developed a single system using a scaled version of Scrum. Surveys helped us to identify which elements of Scrum correlated most with student satisfaction or posed the biggest challenges. These insights were augmented by a team of tutors, which accompanied main meetings throughout the project to provide feedback to the teams, and captured impressions of method application in practice. Finally, we performed a post-hoc, tool-supported analysis of collaboration artifacts to detect concrete indicators for anti-patterns in Scrum adoption. Through the combination of these techniques we were able to understand how students implemented Scrum in this course and which elements require further lecturing and tutoring in future iterations. Automated analysis of collaboration artifacts proved to be a promising addition to the development process that could potentially reduce manual efforts in future courses and allow for more concrete and targeted feedback, as well as more objective assessment.}, address = {New York, NY, USA}, author = {Matthies, Christoph and Kowark, Thomas and Richly, Keven and Uflacker, Matthias and Plattner, Hasso}, booktitle = {Proceedings of the 38th International Conference on Software Engineering Companion}, keywords = {imported software_engineering collaboration_analysis classroom_project Scrum}, month = 5, pages = {313-322}, publisher = {ACM}, series = {ICSE '16}, title = {How Surveys, Tutors, and Software Help to Assess Scrum Adoption in a Classroom Software Engineering Project}, year = 2016 }

4.
Matthies, C., Kowark, T., Richly, K., Uflacker, M., Plattner, H.: ScrumLint: Identifying Violations of Agile Practices Using Development Artifacts. Proceedings of the 9th International Workshop on Cooperative and Human Aspects of Software Engineering. pp. 40–43. ACM, New York, NY, USA (2016).
[ Abstract ] [ BibTeX ] [ URL ] [ DOI ] [ Download ]
 
Linting tools automatically identify source code fragments that do not follow a set of predefined standards. Such feedback tools are equally desirable for "linting" agile development processes. However, providing concrete feedback on process conformance is a challenging task, due to the intentional lack of formal agile process models. In this paper, we present ScrumLint, a tool that tackles this issue by analyzing development artifacts. On the basis of experiences with an undergraduate agile software engineering course, we defined a collection of process metrics. These contain the core ideas of agile methods and report deviations. Using this approach, development teams receive immediate feedback on their executed development practices. They can use this knowledge to improve their workflows, or can adapt the metrics to better reflect their project reality.
@inproceedings{matthies2016chase, abstract = {Linting tools automatically identify source code fragments that do not follow a set of predefined standards. Such feedback tools are equally desirable for "linting" agile development processes. However, providing concrete feedback on process conformance is a challenging task, due to the intentional lack of formal agile process models. In this paper, we present ScrumLint, a tool that tackles this issue by analyzing development artifacts. On the basis of experiences with an undergraduate agile software engineering course, we defined a collection of process metrics. These contain the core ideas of agile methods and report deviations. Using this approach, development teams receive immediate feedback on their executed development practices. They can use this knowledge to improve their workflows, or can adapt the metrics to better reflect their project reality.}, address = {New York, NY, USA}, author = {Matthies, Christoph and Kowark, Thomas and Richly, Keven and Uflacker, Matthias and Plattner, Hasso}, booktitle = {Proceedings of the 9th International Workshop on Cooperative and Human Aspects of Software Engineering}, keywords = {imported process_metrics software_engineering Scrum process_conformance}, month = 5, pages = {40-43}, publisher = {ACM}, series = {CHASE '16}, title = {ScrumLint: Identifying Violations of Agile Practices Using Development Artifacts}, year = 2016 }

5.
Matthies, C., Kowark, T., Uflacker, M.: Teaching Agile the Agile Way — Employing Self-Organizing Teams in a University Software Engineering Course. 2016 American Society for Engineering Education (ASEE) International Forum (2016).
[ Abstract ] [ BibTeX ] [ URL ] [ Download ]
 
Teaching students the basics of agile software development, by pairing lectures with a practical project, has been a part of computer science curricula for the last decades. However, the structure of these projects is often not agile and adaptable itself, in the way how teams are formed, workload is assigned, and meetings are organised. This restricts the areas that students can gather firsthand experiences in. In this paper we describe a university software engineering course which applies the values of the Agile Manifesto to the course design itself. Students work in self-organizing teams and are given significant authority and responsibility for their work, including planning, scheduling, and workload assignment. During the project they are guided by tutors and supported by a minimal amount of traditional lectures. We regularly assess learning progress and satisfaction via surveys and compare the results to those of more controlled course setups. We have observed positive student attitudes towards the self-organizing approach, with no adverse effects of the novel course design in terms of participant satisfaction or learning success. This confirms that the benefits of agile values, reported in the literature, are also applicable in the domain of education on the subject and can help increase student engagement and provide a better learning experience.
@inproceedings{matthies2016aseeif, abstract = {Teaching students the basics of agile software development, by pairing lectures with a practical project, has been a part of computer science curricula for the last decades. However, the structure of these projects is often not agile and adaptable itself, in the way how teams are formed, workload is assigned, and meetings are organised. This restricts the areas that students can gather firsthand experiences in. In this paper we describe a university software engineering course which applies the values of the Agile Manifesto to the course design itself. Students work in self-organizing teams and are given significant authority and responsibility for their work, including planning, scheduling, and workload assignment. During the project they are guided by tutors and supported by a minimal amount of traditional lectures. We regularly assess learning progress and satisfaction via surveys and compare the results to those of more controlled course setups. We have observed positive student attitudes towards the self-organizing approach, with no adverse effects of the novel course design in terms of participant satisfaction or learning success. This confirms that the benefits of agile values, reported in the literature, are also applicable in the domain of education on the subject and can help increase student engagement and provide a better learning experience.}, author = {Matthies, Christoph and Kowark, Thomas and Uflacker, Matthias}, booktitle = {2016 American Society for Engineering Education (ASEE) International Forum}, keywords = {imported}, month = 6, title = {Teaching Agile the Agile Way — Employing Self-Organizing Teams in a University Software Engineering Course}, year = 2016 }