Case study
Using Large Language Models to Support Learning in Agile Software Education
We wanted to understand how LLMs could be used to support learning in project-based SE course contexts. We deployed a InnSpill, an innovative AI-based learning assistant tool in a project-based Software Engineering (SE) course and encouraged students to use it. Using data from lecture polls and course reports produced by 15 student teams, we studied the sentiments of SE students towards the use of LLMs in a project-based course utilizing agile methods. We specifically focused on sentiments and experiences related to the custom chatbot created to support the students during the course. We utilized thematic analysis to analyze the report data. Adoption of LLMs remains certain challenges for educators. However, they can also be integrated into teaching to support learning in various ways. This paper has demonstrated one way in which this could be done in SE education in a more tailored manner, resulting in positive sentiments from the students.
Exploring the Potential Impact of Generative AI in Norway Education
The increasing use of digital teaching and emerging technologies, particularly AI-based tools, such as ChatGPT, is presenting an inevitable and significant impact on higher education. The capability of processing and generating text could bring change to several areas, such as learning assessments or learning experiences. Besides the negative impact, i.e exam cheating, we also see a positive side that ChatGPT can bring to education. This research article aims to contribute to the current debate on ChatGPT by systematic reflection and experience reported from nine bachelor IT courses at a Norwegian university. We conducted inductive empirical research with reflective notes and focused groups of lecturers from nine different IT courses. The findings were thematically organized with numerous use cases in teaching IT subjects. Our discussion highlights the disruptive implications of AI assistant usage in higher education and emphasizes the need for educators to shape this transformation.
Seeing the voice of the student: A pilot study of customer-driven courses
Customer-driven courses have been a classic approach in teaching software engineering for over four decades at the NTNU. The main goal of these courses is close collaboration between students and customers. However, in this scope of work, the intent was to evaluate students' perception of skills acquisition, startup formation mindset, and the introduction of external activities. Several aspects were investigated, which include how collaboration with external customers affects student skills in a customer-driven course, how collaboration with external customers affects students' motivation in startup formation, and how students perceive the introduction of an external Innovation Bootcamp activity at the start of the course. We found that students reflected an improvement in technical, soft, and project management skills. The overall observation from the focus group interviews was that introducing external activities such as Innovation Bootcamp could assist in the process of startup formation and elevate the projects' relevance and quality. The outcome could promote student innovation and active participation in customer project proposals and end-product features.
