000015226 001__ 15226
000015226 005__ 20250207090859.0
000015226 037__ $$aCONFERENCE
000015226 039_9 $$a2025-02-07 09:08:59$$b1000099$$c2025-02-07 08:54:58$$d1000099$$c2024-12-23 13:37:44$$d0$$c2024-12-23 09:28:04$$d1000062$$c2024-12-20 16:03:37$$d1000099$$c2024-12-20 16:02:37$$d0$$y2024-12-20 16:02:29$$z1000099
000015226 041__ $$aeng
000015226 245__ $$aSupporting brainstorming activities with bots in software engineering education
000015226 269__ $$a2025-04
000015226 300__ $$a5 p.
000015226 506__ $$avisible
000015226 520__ $$9eng$$aThe recent rise in the performance and availability of large language models (LLMs) has fueled the adoption of generative artificial intelligence (AI) to support software engineering. Technologies such as Copilot and ChatGPT have become ubiquitous in software engineering, both in academic and professional settings. Nevertheless, the effects of such technologies on how engineers collaborate to build software are relatively unknown, raising questions regarding the impact they have on computer-supported collaborative work (CSCW). To explore these effects, we conducted a within-subjects empirical case study with 24 undergraduate software engineering students. Students were divided into seven groups, completing four brainstorming tasks related to a software engineering project for a course on frontend development. For each group, two of the tasks were supported by LLM-powered bots, while the other two tasks did not include bots. Our findings show that when the brainstorming process was supported by bots, students proposed significantly fewer ideas and reported significantly less sense of authorship and sense of responsibility with respect to the ideas selected. These results motivate the need for frameworks to guide how software engineers collaborate with AI-powered technologies.
000015226 540__ $$acorrect
000015226 592__ $$aHEIA-FR
000015226 592__ $$biSIS - Institut des systèmes intelligents et sécurisés
000015226 592__ $$cIngénierie et Architecture
000015226 6531_ $$9eng$$asoftware engineering
000015226 6531_ $$9eng$$abots
000015226 6531_ $$9eng$$alarge language models
000015226 6531_ $$9eng$$aeducation
000015226 6531_ $$9eng$$abrainstorming
000015226 6531_ $$9eng$$aCSCW
000015226 655_7 $$apublished full paper
000015226 700__ $$aFarah, Juan Carlos$$uEPFL, Lausanne, Switzerland
000015226 700__ $$aLa Scala, Jérémy$$uEPFL, Lausanne, Switzerland
000015226 700__ $$aIngram, Sandy$$uSchool of Engineering and Architecture (HEIA-FR), HES-SO University of Applied Sciences and Arts Western Switzerland
000015226 700__ $$aGillet, Denis$$uEPFL, Lausanne, Switzerland
000015226 711__ $$a6th International Workshop on Bots in Software Engineering (BotSE)$$cOttawa, Canada$$d2025-04-27$$m2025-04-27
000015226 773__ $$tProceedings of the 6th International Workshop on Bots in Software Engineering (BotSE), 27 April 2025, Ottawa, Canada$$j2025
000015226 8564_ $$uhttps://arodes.hes-so.ch/record/15226/files/Farah_2025_supporting_brainstorming_activities_bots_software_engineering_education_POSTPRINT.pdf$$yAuthor's version$$99c8a24fe-2727-4461-9cb0-98c5b61e1bfe$$s874812
000015226 85641 $$zConference's website$$uhttp://botse.org/
000015226 906__ $$aGREEN
000015226 909CO $$ooai:hesso.tind.io:15226$$pGLOBAL_SET
000015226 950__ $$aaucun
000015226 980__ $$aconference
000015226 981__ $$aconference