A mathematical model of the finding of usability problems
CHI '93 Proceedings of the INTERACT '93 and CHI '93 Conference on Human Factors in Computing Systems
Discipline and practices of TDD: (test driven development)
OOPSLA '03 Companion of the 18th annual ACM SIGPLAN conference on Object-oriented programming, systems, languages, and applications
Using software testing to move students from trial-and-error to reflection-in-action
Proceedings of the 35th SIGCSE technical symposium on Computer science education
A cross-program investigation of students' perceptions of agile methods
Proceedings of the 27th international conference on Software engineering
Helping students appreciate test-driven development (TDD)
Companion to the 21st ACM SIGPLAN symposium on Object-oriented programming systems, languages, and applications
Practical, appropriate, empirically-validated guidelines for designing educational games
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Gamification. using game-design elements in non-gaming contexts
CHI '11 Extended Abstracts on Human Factors in Computing Systems
Exploring influences on student adherence to test-driven development
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
Impacts of adaptive feedback on teaching test-driven development
Proceeding of the 44th ACM technical symposium on Computer science education
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While Computer Science curricula teach students strategic software development processes, assessment is often product-instead of process-oriented. Test-Driven Development (TDD) has gained popularity in computing education, but evaluating students' adherence to TDD requires analyzing their development processes instead of only their final product. Consequently, we designed an adaptive feedback system for reinforcing incremental testing behaviors. In this paper, we compare the results of the system with different reinforcement schedules and with- or without- visually salient testing goals. We analyzed snapshots of students' programming projects gathered during development and interviewed students at the end of the academic term. From our findings, we identify potential for influencing student development behaviors and suggest future direction for designing adaptive reinforcement.