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Software developers extensively use stack overflow (SO) for knowledge sharing on software development. Thus, software engineering researchers have started mining the structured/unstructured data present in certain software repositories including the Q&A software developer community SO, with the aim to improve software development. The purpose of this paper is show that how academics/practitioners can get benefit from the valuable user-generated content shared on various online social networks, specifically from Q&A community SO for software development.

A comprehensive literature review was conducted and 166 research papers on SO were categorized about software development from the inception of SO till June 2016.

Most of the studies revolve around a limited number of software development tasks; approximately 70 percent of the papers used millions of posts data, applied basic machine learning methods, and conducted investigations semi-automatically and quantitative studies. Thus, future research should focus on the overcoming existing identified challenges and gaps.

The work on SO is classified into two main categories; “SO design and usage” and “SO content applications.” These categories not only give insights to Q&A forum providers about the shortcomings in design and usage of such forums but also provide ways to overcome them in future. It also enables software developers to exploit such forums for the identified under-utilized tasks of software development.

The study is the first of its kind to explore the work on SO about software development and makes an original contribution by presenting a comprehensive review, design/usage shortcomings of Q&A sites, and future research challenges.

Two key factors in the success of general-purpose computing platforms are the creation of a technical standards architecture and managing an ecosystem of third-party suppliers of complementary products. Here, we examine Symbian Ltd., a startup firm that developed a strong technical architecture and broad range of third-party complements with its Symbian OS for smartphones. Symbian was shipped in nearly 450 million mobile phones from 2000 to 2010, making it the most popular smartphone platform during that period. However, its technical and market control of the platform were limited by its customers, particularly Nokia. From 2007 onward, Symbian lost market share and developer loyalty to the new iPhone and Android platforms, leading to the extinction of the company and eventually its platform. Together, this suggests lessons for the evolution of a complex ecosystem, and the impact of asymmetric dependencies and divided leadership upon ecosystem success.

In a technological era driven by coding, programming and artificial intelligence (AI), there is more need than ever to develop computing skills and knowledge for non-specialist students. Nonetheless, the literature on computer science teaching methods of non-scientific majors is not as comprehensive as that of scientific ones.

Pedagogically, the authors designed and implemented prototyping from John Dewey's pragmatic epistemological lens. Using a mixed methods approach, the authors tested the effectiveness and efficiency of this approach within the same course over four semesters across four academic years.

As an epistemological pedagogic device, prototyping facilitated learning by doing and experimenting and stimulated graduate students' self-directed learning, engagement and their overall ownership of the learning and teaching process, changing their role from being merely passive recipients of “strange, awkward and unfamiliar” knowledge to active constructors of “relevant and exciting” content knowledge. Such a change was reflected in the significant progress students made, driven by their commitment, motivation and enthusiasm, irrespective of their prior knowledge and age (Generations X, Y and Z). Prototyping also served as an avenue for a “Deweyian Reflection”, where graduate students, after internalizing the acquired computing skills and knowledge, started transferring such skills and knowledge to their professions (journalism and public relations (PR)) and daily practices.

Findings from this study will add to the literature review on this subject matter and will inform future case studies in computer science education for graduate students from non-scientific backgrounds.

This paper reveals that learning by doing/experimenting needs to be accompanied by in-depth reflection to enable students to transfer the acquired knowledge and skills to other settings and contexts beyond that of the lesson, task, or project in hand.

There is little research published on introductory programming courses offered to non-specialized students (i.e. students from non-scientific backgrounds). This study contributes to the body of research on how to effectively engage these students in programming courses informed by John Dewey's pragmatic lens/epistemological lens.

Construction safety is a crucial aspect that has far-reaching impacts on economic development. But safety monitoring is often reliant on labor-based observations, which can be prone to errors and result in numerous fatalities annually. This study aims to address this issue by proposing a cloud-building information modeling (BIM)-based framework to provide real-time safety monitoring on construction sites to enhance safety practices and reduce fatalities.

This system integrates an automated safety tracking mobile app to detect hazardous locations on construction sites, a cloud-based BIM system for visualization of worker tracking on a virtual construction site and a Web interface to visualize and monitor site safety.

The study’s results indicate that implementing a comprehensive automated safety monitoring approach is feasible and suitable for general indoor construction site environments. Furthermore, the assessment of an advanced safety monitoring system has been successfully implemented, indicating its potential effectiveness in enhancing safety practices in construction sites.

By using this system, the construction industry can prevent accidents and fatalities, promote the adoption of new technologies and methods with minimal effort and cost and improve safety outcomes and productivity. This system can reduce workers’ compensation claims, insurance costs and legal penalties, benefiting all stakeholders involved.

To the best of the authors’ knowledge, this study represents the first attempt in Bangladesh to develop a mobile app-based technological solution aimed at reforming construction safety culture by using BIM technology. This has the potential to change the construction sector’s attitude toward accepting new technologies and cultures through its convenient choice of equipment.

Theatre Engine is a three-phase project exploring the integration of mobile devices such as smart phones and tablet computers as user interaction mechanisms for live theatrical performances. This paper aims to describe the technical details for the first performance in the series: transitions, including system design, user interface details, and lessons learned.

The Theatre Engine project consists of a network of mobile Android-based devices that communicate with a server managing a live theatrical performance. Additional systems provide projected graphics within the performance space, dynamic instructions to live musicians, and control of theatrical equipment including robotic lighting. The system is under the live control of a stage managers and show runner. The first phase produced the performance transitions, where live and virtual dancers interacted with audience members.

The user activities are described in the context of manipulations and the effects of those manipulations and a classification of the roles of users as active participants in the performance is proposed. The concept of blurring the distinction between real and virtual is explored.

Technological advances make it possible for the audience to be an active participant in a performance, converting a passive theatrical experience to an active and immersive experience. Theatre Engine is a new approach to the integration of mobile devices into the theatre and a test-bed for new user interface ideas.

The objective of this chapter is to identify the key characteristics of Global Services businesses that will thrive and achieve success in the future. These factors are integrated into three main pillars, which we refer to as the Triple-Win. The first and most obvious pillar is technology as a tool. The second pillar is the design and sustainability of the business model, without which the previous factor would be merely a cost and not an investment. And last but not the least, there is the purpose which gives meaning to the proposal, focusing on the human being and their environment. The DIDPAGA business model sits at the intersection of these three elements.

Technology is present in classrooms today in many ways that it never has been before. Technology, and more specifically assistive technology, can be used to provide students with visual impairments with equal access and engagement in learning. Best practices for using technology to enhance learning for students with visual impairments includes, but is not limited to, collaboration among all stakeholders involved, individualized instruction, and specialized training on behalf of students with visual impairments and their teachers. The heterogeneity of the population of learners with visual impairments must be explicitly addressed by educational teams taking into account the high prevalence of additional disabilities among students with visual impairments and other unique characteristics of this population. Stakeholders (i.e., students, families, caregivers, educators, administrators, and policymakers) need to work together and continue working together as education evolves to make this access and engagement a reality for all learners including those who are blind or have low vision.

In a programming course, students often need tutors' assistance to complete learning activities, as they lack enough background knowledge to complete tasks. A further problem is that without individual tutoring, the knowledge gap between students increases. Therefore, the authors have proposed an instant response learning supplement tool (IRLST) to support students' learning, in order to facilitate students' independent problem-solving skills.

The authors divided the students into two groups according to their learning styles: verbal and visual. The IRLST was used to collect and analyze the information on their usage and provide supplementary resources to facilitate their learning. The proposed system also analyzed the student usage, background knowledge and exam scores to assess their academic performance.

According to the results of statistical analysis, students' learning performance improved significantly, especially low-scoring students. Moreover, as compiler messages were not recognized, students tended to identify the same problems. Thus, it is suggested that teachers not only should focus on improving the students' syntax but also strengthening their background knowledge and debugging skills.

There are two main limitations in this study: (1) as most of the students were in the visual learning group, the size of the groups was impacted, thus it was not possible to establish a control group; (2) one specific version of the IRLST system did not send reliable advice or supplementary content occasionally.

The IRLST developed in this study can be used to provide immediate supplementary resources to help students overcoming programming problems and developing problem-solving skills.

This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts, increase student engagement and recruit majors and minors in technology fields. This study describes a project where first-year college students in an introductory technology concepts course use a visual game creation tool to develop original games to play on their computers and mobile devices.

The author created a game development exercise which was implemented in three different sections of an introductory technology course. Students who participated were surveyed about their experiences. In addition, the author considers information technology (IT) skills and aspects of authentic learning which are achieved through this assignment.

Initial findings suggest that students found the gaming assignment offers an opportunity for students with no prior programming skills to create software within a controlled and supportive environment. It allows them to demonstrate their understanding of coding principles, including identifying objects and interactions, and that creating software requires a developer to specify exact instructions for the computer to follow.

This study is limited to results from one semester and a small number of students participating. In addition, student frustration with the complicated process of publishing games online may have influenced student attitudes toward the assignment.

Challenges of implementing this study on a larger scale are discussed.

Creating games encourages collaborative learning through trial and error, and students who share their games with friends to play on their devices achieve a sense of pride.

While most studies of game development emphasize the programming skills that are developed through creating computer games, this paper looks at a larger scope of digital literacy and IT skills achieved, as well as opportunities to perform tasks often completed by IT professionals.