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Cloud Computing: Serverless
(2021)
A serverless architecture is a new approach to offering services over the Internet. It combines BaaS (Backend-as-a-service) and FaaS (Function-as-a-service). With the serverless architecture no own or rented infrastructures are needed anymore. In addition, the company does not have to worry about scaling any longer, as this happens automatically and immediately. Furthermore, there is no need any longer for maintenance work on the servers, as this is completely taken over by the provider. Administrators are also no longer needed for the same reason. Finally, many ready-made functions are offered, with which the development effort can be reduced. As a result, the serverless architecture is very well suited to many application scenarios, and it can save considerable costs (server costs, maintenance costs, personnel costs, electricity costs, etc.). The company only must subdivide the source code of the application and upload it to the provider’s server. The rest is done by the provider.
Since textual user generated content from social media platforms contains valuable information for decision support and especially corporate credit risk analysis, automated approaches for text classification such as the application of sentiment dictionaries and machine learning algorithms have received great attention in recent user generated content based research endeavors. While machine learning algorithms require individual training data sets for varying sources, sentiment dictionaries can be applied to texts immediately, whereby domain specific dictionaries attain better results than domain independent word lists. We evaluate by means of a literature review how sentiment dictionaries can be constructed for specific domains and languages. Then, we construct nine versions of German sentiment dictionaries relying on a process model which we developed based on the literature review. We apply the dictionaries to a manually classified German language data set from Twitter in which hints for financial (in)stability of companies have been proven. Based on their classification accuracy, we rank the dictionaries and verify their ranking by utilizing Mc Nemar’s test for significance. Our results indicate, that the significantly best dictionary is based on the German language dictionary SentiWortschatz and an extension approach by use of the lexical-semantic database GermaNet. It achieves a classification accuracy of 59,19 % in the underlying three-case-scenario, in which the Tweets are labelled as negative, neutral or positive. A random classification would attain an accuracy of 33,3 % in the same scenario and hence, automated coding by use of the sentiment dictionaries can lead to a reduction of manual efforts. Our process model can be adopted by other researchers when constructing sentiment dictionaries for various domains and languages. Furthermore, our established dictionaries can be used by practitioners especially in the domain of corporate credit risk analysis for automated text classification which has been conducted manually to a great extent up to today.
Context: Agile software development (ASD) sets social aspects like communication and collaboration in focus. Thus, one may assume that the specific work organization of companies impacts the work of ASD teams. A major change in work organization is the switch to a 4-day work week, which some companies investigated in experiments. Also, recent studies show that ASD teams are affected by the switch to remote work since the Covid 19 pandemic outbreak in 2020.
Objective: Our study presents empirical findings on the effects on ASD teams operating remote in a 4-day work week organization. Method: We performed a qualitative single case study and conducted seven semi-structured interviews, observed 14 agile practices and screened eight project documents and protocols of agile practices.
Results: We found, that the teams adapted the agile method in use due to the change to a 4-day work week environment and the switch to remote work. The productivity of the two ASD teams did not decrease. Although the stress level of the ASD team member increased due to the 4-day work week, we found that the job satisfaction of the individual ASD team members is affected positively. Finally, we point to affects on social facets of the ASD teams.
Conclusion: The research community benefits from our results as the current state of research dealing with the effects of a 4-day work week on ASD teams is limited. Also, our findings provide several practical implications for ASD teams working remote in a 4-day work week.
Context: Companies adapt agile methods, practices or artifacts for their use in practice since more than two decades. This adaptions result in a wide variety of described agile practices. For instance, the Agile Alliance lists 75 different practices in its Agile Glossary. This situation may lead to misunderstandings, as agile practices with similar names can be interpreted and used differently.
Objective: This paper synthesize an integrated list of agile practices, both from primary and secondary sources.
Method: We performed a tertiary study to identify existing overviews and lists of agile practices in the literature. We identified 876 studies, of which 37 were included.
Results: The results of our paper show that certain agile practices are listed and used more often in existing studies. Our integrated list of agile practices comprises 38 entries structured in five categories. Conclusion: The high number of agile practices and thus, the wide variety increased steadily over the past decades due to the adaption of agile methods. Based on our findings, we present a comprehensive overview of agile practices. The research community benefits from our integrated list of agile practices as a potential basis for future research. Also, practitioners benefit from our findings, as the structured overview of agile practices provides the opportunity to select or adapt practices for their specific needs.
Die Covid-19 Pandemie hat zu einem signifikanten Anstieg der Remote Work geführt. Die Veränderung in der Interaktion und Kollaboration ist für viele agile Teams eine Herausforderung gewesen. Diverse Studien zeigen unterschiedliche Effekte und Auswirkungen auf die Zusammenarbeit agiler Teams während der Pandemie. So ist die Kommunikation sachlicher und zielgerichteter geworden. Ebenso wird eine Verminderung des sozialen Austauschs in den Teams berichtet. Unser Artikel thematisiert die Veränderung der Interaktion in agilen Teams durch die Remote Work. Wir haben eine qualitative Fallstudie bei einem agilen Software-Entwicklungsteam bei Otto durchgeführt. Unsere Ergebnisse zeigen einen Zusammenhang zwischen den Auswirkungen auf die Interaktion und der persönlichen Autonomie der Team-Mitglieder. Darüber hinaus haben wir keine signifikanten negativen Effekte durch die veränderte Interaktion auf die agile Arbeitsweise festgestellt.
Social skills are essential for a successful understanding of agile methods in software development. Several studies highlight the opportunities and advantages of integrating real-world projects and problems while collaborating with companies into higher education using agile methods. This integration comes with several opportunities and advantages for both the students and the company. The students are able to interact with real-world software development teams, analyze and understand their challenges and identify possible measures to tackle them. However, the integration of real-world problems and companies is complex and may come with a high effort in terms of coordination and preparation of the course. The challenges related to the interaction and communication with students are increased by virtual distance teaching during the Covid-19 pandemic as direct contact with students is missing. Also, we do not know how problem-based learning in virtual distance teaching is valued by the students. This paper presents our adapted eduScrum approach and learning outcome of integrating experiments with real-world software development teams from two companies into a Master of Science course organized in virtual distance teaching. The evaluation shows that students value analyzing real-world problems using agile methods. They highlight the interaction with real-world software development teams. Also, the students appreciate the organization of the course using an iterative approach with eduScrum. Based on our findings, we present four recommendations for the integration of agile methods and real world problems into higher education in virtual distance teaching settings. The results of our paper contribute to the practitioner and researcher/lecturer community, as we provide valuable insights how to fill the gap between practice and higher education in virtual distance settings.
Visual effects and elements in video games and interactive virtual environments can be applied to transfer (or delegate) non-visual perceptions (e.g. proprioception, presence, pain) to players and users, thus increasing perceptual diversity via the visual modality. Such elements or efects are referred to as visual delegates (VDs). Current fndings on the experiences that VDs can elicit relate to specifc VDs, not to VDs in general. Deductive and comprehensive VD evaluation frameworks are lacking. We analyzed VDs in video games to generalize VDs in terms of their visual properties. We conducted a systematic paper analysis to explore player and user experiences observed in association with specifc VDs in user studies. We conducted semi-structured interviews with expert players to determine their preferences and the impact of VD properties. The resulting VD framework (VD-frame) contributes to a more strategic approach to identifying the impact of VDs on player and user experiences.
Companies worldwide have enabled their employees to work remotely as a consequence of the Covid 19 pandemic. Software development is a human-centered discipline and thrives on teamwork. Agile methods are focusing on several social aspects of software development. Software development teams in Germany were mainly co-located before the pandemic. This paper aims to validate the findings of existing studies by expanding on an existing multiple-case study. Therefore, we collected data by conducting semi-structured interviews, observing agile practices, and viewing project documents in three cases. Based on the results, we can confirm the following findings: 1) The teams rapidly adapted the agile practices and roles, 2) communication is more objective within the teams, 3) decreased social exchange between team members, 4) the expectation of a combined approach of remote and onsite work after the pandemic, 5) stable or increased (perceived) performance and 6) stable or increased well-being of team members.
This Innovative Practice Full Paper presents our learnings of the process to perform a Master of Science class with eduScrum integrating real world problems as projects. We prepared, performed, and evaluated an agile educational concept for the new Master of Science program Digital Transformation organized and provided by the department of business computing at the University of Applied Sciences and Arts - Hochschule Hannover in Germany. The course deals with innovative methodologies of agile project management and is attended by 25 students. We performed the class due the summer term in 2019 and 2020 as a teaching pair. The eduScrum method has been used in different educational contexts, including higher education. During the approach preparation, we decided to use challenges, problems, or questions from the industry. Thus, we acquired four companies and prepared in coordination with them dedicated project descriptions. Each project description was refined in the form of a backlog (list of requirements). We divided the class into four eduScrum teams, one team for each project. The subdivision of the class was done randomly.
Since we wanted to integrate realistic projects into industry partners’ implementation, we decided to adapt the eduScrum approach. The eduScrum teams were challenged with different projects, e.g., analyzing a dedicated phenomenon in a real project or creating a theoretical model for a company’s new project management approach. We present our experiences of the whole process to prepare, perform and evaluate an agile educational approach combined with projects from practice. We found, that the students value the agile method using real world problems. However, the results are mainly based on the summer term 2019, this paper also includes our learnings from virtual distance teaching during the Covid 19 pandemic in summer term 2020. The paper contributes to the distribution of methods for higher education teaching in the classroom and distance learning.
Agile methods require constant optimization of one’s approach and leading to the adaptation of agile practices. These practices are also adapted when introducing them to companies and their software development teams due to organizational constraints. As a consequence of the widespread use of agile methods, we notice a high variety of their elements:
Practices, roles, and artifacts. This multitude of agile practices, artifacts, and roles results in an unsystematic mixture. It leads to several questions: When is a practice a practice, and when is it a method or technique? This paper presents the tree of agile elements, a taxonomy of agile methods, based on the literature and guidelines of widely used agile methods. We describe a taxonomy of agile methods using terms and concepts of software engineering, in particular software process models. We aim to enable agile elements to be delimited, which should help companies, agile teams, and the research community gain a basic understanding of the interrelationships and dependencies of individual components of agile methods.