38th International Conference, CSEE&T 2026, Florence, Italy, July 20–22, 2026, Proceedings, Part II
Buch, Englisch, Format (B × H): 155 mm x 235 mm
Reihe: Lecture Notes in Computer Science
ISBN: 978-3-032-41179-2
Verlag: Springer
The two-volume set LNCS 16797 + 16798 constitutes the refereed proceedings of the 38th International Conference on Software Engineering Education and Training, CSEE&T 2026, held in Florence, Italy, during July 20–22, 2026.
The 26 full papers and 9 short papers included in the proceedings were carefully reviewed and selected from 95 submissions to the Research Track. In addition, the proceedings contain 19 papers from the Industry/Experience Report Track and 5 poster papers.
The papers were organized in topical sections as follows:
Part I: AI-Enhanced Learning, Tutoring, and Feedback; Human-AI Collaboration and AI Impact in Education; Models and Interventions for Developing Software Engineering Competencies; Assessment, Analytics, and Repository-Based Learning; Student Experience, Inclusion, and Engagement;
Part II: Teamwork, Project-Based Learning, and Software Engineering Practice; Programming Education, Debugging, and Learning Tools; Software Engineering Education and Professional Practice; AI in Software Engineering Education; Project-Based and Experiential Learning; Academy for Software Engineering Education and Training; Poster Track.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
.- Teamwork, Project-Based Learning, and Software Engineering Practice.
.- Human and AI Strategies in Software Project Management: A Large-Scale Simulation Study in Software Engineering Education.
.- Team Composition and Teamwork Outcomes in Software Engineering: A Longitudinal Case Study.
.- Experience Heterogeneity and Team Performance in Distributed Software Projects.
.- Improving Communication in Software Engineering Teams Through Visualizations in Project Management Tools.
.- Programming Education, Debugging, and Learning Tools.
.- Suitability of Tool-Supported Prioritization of Software Requirements for Students.
.- Development of a 2D Dungeon-Crawling RPG Game For Facilitating C Language Comprehension through Debugger Integration.
.- Systematic Debugging in Scratch with the Help of Interactive Tutorials.
.- CodeOwl: Automatic Generation of Tiered Parsons Problems for Introductory Programming.
.- Software Engineering Education and Professional Practice.
.- Seeing Through Users' Eyes: Teaching Human-Centric Software Engineering Through Immersive VR.
.- Keeping Students on Track: Portfolio Exams and Badges in an Asynchronous Software Engineering Course.
.- How Do You Know What Your Students Actually Learned? A Teaching Case on Using Bloom’s Taxonomy in Software Engineering Education.
.- Bridging the Academic Island: A Collaborative Laboratory Model for Industry-Aligned Software Engineering Education.
.- Exploring Correlation Between Teaching Methods and Learning Attainment in Software Engineering Education.
.- Bridging Disciplines: A Studio Model for Multidisciplinary Teaching in App Development and Embedded Systems.
.- Students’ Reflections on the Development of Professional Dispositions in a Software Engineering Project Course.
.- Challenges and Feasibility of Multimodal LLMs in ER Diagram Evaluation.
.- Therac-25 Accidents: We Keep on Learning From Them.
.- AI in Software Engineering Education.
.- Comparative Analysis of Student Requirements Specifications Before and After the Widespread Availability of Generative AI Tools.
.- Practical Implementation Report on Introducing Spec-Driven Development Using AI Agents in Software Development PBL.
.- Integrating Virtual Reality into SE Classrooms: Practical Educator and Researcher Insights.
.- A Contract-Driven Pedagogy for Software Engineering in the Generative AI Era.
.- How Software Engineering Students Use LLMs to Write Research Papers: An Experience Report.
.- "We Used It Anyway": Low Trust and High Adoption of Large Language Models in Requirements Engineering Education.
.- From Code to Contract: Insights for Software Engineering Education from a Standards-Driven Design Workshop.
.- Project-Based and Experiential Learning.
.- From Classroom to Space: An Authentic Software/Hardware Project Course for Embedded Systems Education.
.- Learning Critical Testing Literacy Through Puzzles: an Experience Report.
.- The Human Errors in Software Engineering Course.
.- From Software Delivery to Entrepreneurial Product Judgement: Designing a Software Product and Project Management Module.
.- Bridging Software Engineering Education and Industry Practice Through a Simulated Industry Model: Experience from an Overseas Transnational Computing Programme.
.- Matching Personality-Aware Software Engineering Education with Industry Pathways: An Industrial Experience Report from a Transnational Computing Programme.
.- Academy for Software Engineering Education & Training .
.- From Research Artifact to Teaching Asset: Experiences and Lessons from PatchDB in AI-Enabled Software Security Education.
.- From Teaching Code to Teaching Intelligence: Integrating AI into Software Engineering Education.
.- Poster Track.
.- SLRMentor: An LLM-Based Tool Supporting Learning of SLR in Software Engineering.
.- A First Prototype of iCODE: An Intelligent Tutoring System for Code Comprehension.
.- From Safe Cracking to Covering Arrays: an Interactive Activity for Teaching Combinatorial Testing.
.- On the Need for Confidence-Based Assessment in Software Engineering Education.
.- Influence of Parsons’ Problems Practice on Unfamiliar Code Confidence: Early Results.
