Browsing by Subject "Code inspection"

Now showing 1 - 3 of 3

Open Access
A serious game approach to introduce the code review practice
(John Wiley & Sons Ltd., 2025-02) Ardic, Barış; Tüzün, Eray
Code review is a widely utilized practice that focuses on improving code via manual inspections. However, this practice is not addressed adequately in a typical software engineering curriculum. We aim to help address the code review practice knowledge gap between the software engineering curricula and the industry with a serious game approach. We determine our learning objectives around the introduction of the code review process. To realize these objectives, we design, build, and test the serious game. We then conduct three case studies with a total of 280 students. We evaluated the results by comparing the student's knowledge and confidence about code review before and after case studies, as well as evaluating how they performed in code review quizzes and game levels themselves. Our analysis indicates that students had a positive experience during gameplay, and an in-depth examination suggests that playing the game also enhanced their knowledge. We conclude that the game had a positive impact on introducing the code review process. This study represents a step taken toward moving code review education from industry starting positions to higher education. The game and its auxiliary materials are available online.
Open Access
Creation of a serious game for teaching code review: An experience report
(IEEE, 2020-10) Ardıç, Barış; Yurdakul, İrem; Tüzün, Eray
Code review, a manual inspection of source code by developers other than the author, is a frequently used practice for improving code quality in the software development life-cycle. Employing a tool-based review of code changes has become the norm for a wide variety of open source and industrial systems. Despite its widespread usage and importance, software development practices such as code review are often not addressed in typical Software Engineering education. To address this knowledge gap, we propose to use a serious game approach for teaching code review practices. In this study, we define our learning objectives and design a code review serious game along with its companion quizzes. Then we conduct a small preliminary experiment in order to procure feedback. Using the results of the experiment and participant interviews, we improve our game prototype for integration into a software engineering course while optimizing the initial experiment for student's benefit. We document the process, lessons learned and the future directions of the game. The results we gather indicate that the game is ready to be used in a software engineering course setting.
Open Access
Serious game approach to introduce the code review practice
(2021-09) Ardıç, Barış
Code Review is an accepted and widely utilized software engineering practice that focuses on improving code via manual inspections. However, this practice is not addressed adequately in a typical software engineering curriculum. We aim to help address the code review practice knowledge gap between the software engineering curricula and the industry with a serious game approach. We determine our learning objectives around introducing the code review process. In order to realize these objectives, we design, build and test a serious game. We then proceed with a three-step case study with 280 students. We evaluate the results by comparing the students' knowledge and con dence regarding code review before and after the case study, as well as by statistically evaluating how well they did both in the code review quizzes and the game levels themselves. Our analysis indicates that, students have a positive approach regarding playing the serious game while the statistical results show that students improve their knowledge by playing the game. We conclude that our code review serious game had a positive impact on the students and is helpful for introducing the code review process. The game and materials for the case studies are made available online for educators.