Example-Based Learning in Software Engineering Education: A Systematic Mapping Study

TL;DR

This systematic mapping study investigates how Example-Based Learning (EBL) is used in Software Engineering Education (SEE) by analyzing 30 empirical studies from 1998 to 2023. It classifies the types of examples (primarily Worked Examples, with notable use of Erroneous Worked Examples), the SE contents taught (especially UML modeling, software design, and construction), and the artifacts and tools supporting EBL. The findings show that EBL can enhance conceptual interpretation, application, interaction, motivation, and confidence, but it also imposes higher instructor effort, requires careful design of complex diagrams, and demands learning support. The study highlights gaps and calls for further research on adapting EBL to diverse contexts and integrating it with other teaching methods, along with developing supportive educational tools."

Abstract

The discipline of Software Engineering (SE) allows students to understand specific concepts or problems while designing software. Empowering students with the necessary knowledge and skills for the software industry is challenging for universities. One key problem is that traditional methodologies often leave students as passive agents, limiting engagement and learning effectiveness. To address this issue, instructors must promote active learning in the classroom. Among the teaching methodologies, Example-Based Learning (EBL) has shown promise in improving the quality of Software Engineering Education (SEE). This study aims to investigate and classify the existing empirical evidence about using EBL in SEE. We carried out a systematic mapping to collect existing studies and evidence that describe how instructors have been employing EBL to teach SE concepts. By analyzing 30 studies, we identified the benefits and difficulties of using EBL, the SE contents taught by instructors, and the artifacts that support the methodology's use in the classroom. Besides, we identified the main types of examples used in SEE through EBL. We realized that EBL contributes to student learning, helping in students' interaction, interpreting and applying concepts, and increasing student motivation and confidence. However, some barriers to adopting EBL in SEE are increasing the effort required by instructors, lack of adequate learning support, and time spent constructing diagrams with errors. Overall, our findings suggest that EBL can improve the effectiveness of SEE, but more research is needed to address the gaps and challenges identified in our study.

Figures (6)

• Figure 1: Classification of examples in Example-Based Learning context.
• Figure 2: Selection process of the papers.
• Figure 3: Example of Coding.
• Figure 4: Distribution of studies per year
• Figure 5: Type of Example Used