Since the beginning of teaching object-oriented programming at universities in the mid 90’s, university teachers are trying to come up with more effective ways of teaching. Number of researches has been made in this area. They are trying to identify errors teachers are making in learning process. These researches suggest different teaching methodologies and tools, which should help them to avoid these mistakes. The subject of this paper is to present a solution we developed to teach and illustrate basic concepts of object oriented paradigm through playing of computer game. In this approach, we are teaching basic principles, such as class, objects and relationship between them in the beginning of object oriented programming (OOP) course and postpone learning of specific objective language to later time. Also we are taking advantage of attractiveness of computer games to increase students motivation, which should lead to improved learning performance of students.

Currently, the most commonly created formal languages are configuration languages. So far source code annotations and XML are the leading notations for configuration languages. In this paper, we analyse the correspondence between these two formats. We show that there are typical XML to annotations mapping solutions (mapping patterns) that indicate a correspondence between embedded and external metadata formats in general. We argue that mapping patterns facilitate creating configuration tools and we use a case study to show how they can be used to devise a mapping between these two notations.

Automated tests are often considered an indicator of project quality. In this paper, we performed a large analysis of 6.3 M public GitHub projects using Java as the primary programming language. We created an overview of tests occurrence in publicly available GitHub projects and the use of test frameworks in them. The results showed that 52% of the projects contain at least one test case. However, there is a large number of example tests that do not represent relevant production code testing. It was also found that there is only a poor correlation between the number of the word “test” in different parts of the project (e.g., file paths, file name, file content, etc.) and the number of test cases, creation date, date of the last commit, number of commits, or number of watchers. Testing framework analysis confirmed that JUnit is the most used testing framework with a 48% share. TestNG, considered the second most popular Java unit testing framework, occurred in only 3% of the projects.

Automated source code documentation approaches often describe methods in abstract terms, using the words contained in the static source code or code excerpts from repositories. In this paper, we describe DynamiDoc: a simple automated documentation generator based on dynamic analysis. Our representation-based approach traces the program being executed and records string representations of concrete argument values, a return value and a target object state before and after each method execution. Then, for each method, it generates documentation sentences with examples, such as “When called on [3, 1.2] with element = 3, the object changed to [1.2]”. Advantages and shortcomings of the approach are listed. We also found out that the generated sentences are substantially shorter than the methods they describe. According to our small-scale study, the majority of objects in the generated documentation have their string representations overridden, which further confirms the potential usefulness of our approach. Finally, we propose an alternative, variable-based approach that describes the values of individual member variables, rather than the state of an object as a whole.

Model-driven software development is surrounded by numerous myths and misunderstandings that hamper its adoption. For long, our students were victims of these myths and considered MDSD impractical and only applied in academy. In this paper we discuss these myths and present our experience with devising an MDSD course that challenges them and motivates students to understand MDSD principles. The main contribution of this work is a set of MDSD teaching guidelines that can make the course pragmatic in the eyes of students - programmers. These guidelines introduce MDSD from the viewpoint of a programmer as a pragmatic tool for solving concrete problems in the development process. In our MDSD course we implemented the presented guidelines. The course shows several techniques and principles of model-driven development in multiple incremental iterations instead of concentrating on a single tool. At the same time we unite these techniques by using a dynamic visualisation tool that shows to the students the whole infrastructure in the big picture. The course is implemented as an iterative incremental MDSD case study. The paper concludes with a survey performed with our students that indicates positive results of the approach.

Popularity of domain-specific languages brings the problem of language components reuse. It should be possible to use parts of different languages in development of new one to lower costs and also allow incremental development. This problem could be solved using the composition of languages. In this paper we discuss the view of language composition from the perspective of concepts composition, where the role of concrete syntax is lowered. We present examples of language composition based on the principles of object composition implemented using YAJCo parser generator, that allows to specify the language based on its abstract syntax.