The integration of generative AI tools like ChatGPT into software engineering workflows opens up new opportunities to boost productivity in tasks such as unit test engineering. However, these AI-assisted workflows can also significantly alter the developer’s role, raising concerns about control, output quality, and learning, particularly for novice developers. This study investigates how novice software developers with foundational knowledge in software testing interact with generative AI for engineering unit tests. Our goal is to examine the strategies they use, how heavily they rely on generative AI, and the benefits and challenges they perceive when using generative AI-assisted approaches for test engineering. We conducted an observational study involving 12 undergraduate students who worked with generative AI for unit testing tasks, using ChatGPT running the GPT-3.5 model. We identified four interaction strategies, defined by whether the test idea or the test implementation originated from generative AI or from the participant. Additionally, we singled out prompting styles that focused on one-shot or iterative test generation, which often aligned with the broader interaction strategy. Students reported benefits including time-saving, reduced cognitive load, and support for test ideation, but also noted drawbacks such as diminished trust, test quality concerns, and lack of ownership. While strategy and prompting styles influenced workflow dynamics, they did not significantly affect test effectiveness or test code quality as measured by mutation score or test smells.

Software testing is a necessary aspect of software development. With high expectations placed on software testers and a shortage of qualified professionals, Massive Open Online Courses (MOOCs) have emerged as a potential solution to improve software testing education. MOOCs provide accessible education, bridging the gap between formal education and industry expectations. We investigate key aspects of and compare concepts of software testing MOOCs with university curricula and industry expectations. The findings show that a MOOC on average covers more concepts than a single university course. Additionally, MOOCs align well with what the industry expects from software testing practitioners.

Code review is a widely utilized practice that focuses on improving code via manual inspections. However, this practice is not addressed adequately in a typical software engineering curriculum. We aim to help address the code review practice knowledge gap between the software engineering curricula and the industry with a serious game approach. We determine our learning objectives around the introduction of the code review process. To realize these objectives, we design, build, and test the serious game. We then conduct three case studies with a total of 280 students. We evaluated the results by comparing the student's knowledge and confidence about code review before and after case studies, as well as evaluating how they performed in code review quizzes and game levels themselves. Our analysis indicates that students had a positive experience during gameplay, and an in-depth examination suggests that playing the game also enhanced their knowledge. We conclude that the game had a positive impact on introducing the code review process. This study represents a step taken toward moving code review education from industry starting positions to higher education. The game and its auxiliary materials are available online.

Software testing is generally acknowledged to be an important weapon in the arsenal of software engineers to produce correct and reliable software systems. However, given the importance of the topic, little is known about where software engineers get their testing knowledge and skills from. Is this through (higher) education, training programmes in the industry, or rather is it self-taught? In this paper, we investigate the curricula of 100 highly ranked universities and survey 51 software engineers to shed light on the state-of-the-practice in software testing education, in terms of both academic education and education of software engineers in the industry.