When identifying the origin of software bugs, many studies assume that “a bug was introduced by the lines of code that were modified to fix it”. However, this assumption does not always hold and at least in some cases, these modified lines are not responsible for introducing the bug. For example, when the bug was caused by a change in an external API. The lack of empirical evidence makes it impossible to assess how important these cases are and therefore, to which extent the assumption is valid. To advance in this direction, and better understand how bugs “are born”, we propose a model for defining criteria to identify the first snapshot of an evolving software system that exhibits a bug. This model, based on the perfect test idea, decides whether a bug is observed after a change to the software. Furthermore, we studied the model’s criteria by carefully analyzing how 116 bugs were introduced in two different open source software projects. The manual analysis helped classify the root cause of those bugs and created manually curated datasets with bug-introducing changes and with bugs that were not introduced by any change in the source code. Finally, we used these datasets to evaluate the performance of four existing SZZ-based algorithms for detecting bug-introducing changes. We found that SZZ-based algorithms are not very accurate, especially when multiple commits are found; the F-Score varies from 0.44 to 0.77, while the percentage of true positives does not exceed 63%. Our results show empirical evidence that the prevalent assumption, “a bug was introduced by the lines of code that were modified to fix it”, is just one case of how bugs are introduced in a software system. Finding what introduced a bug is not trivial: bugs can be introduced by the developers and be in the code, or be created irrespective of the code. Thus, further research towards a better understanding of the origin of bugs in software projects could help to improve design integration tests and to design other procedures to make software development more robust.

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Context: As a novel coronavirus swept the world in early 2020, thousands of software developers began working from home. Many did so on short notice, under difficult and stressful conditions.

Objective: This study investigates the effects of the pandemic on developers’ wellbeing and productivity.

Method: A questionnaire survey was created mainly from existing, validated scales and translated into 12 languages. The data was analyzed using non-parametric inferential statistics and structural equation modeling.

Results: The questionnaire received 2225 usable responses from 53 countries. Factor analysis supported the validity of the scales and the structural model achieved a good fit (CFI = 0.961, RMSEA = 0.051, SRMR = 0.067). Confirmatory results include: (1) the pandemic has had a negative effect on developers’ wellbeing and productivity; (2) productivity and wellbeing are closely related; (3) disaster preparedness, fear related to the pandemic and home office ergonomics all affect wellbeing or productivity. Exploratory analysis suggests that: (1) women, parents and people with disabilities may be disproportionately affected; (2) different people need different kinds of support.

Conclusions: To improve employee productivity, software companies should focus on maximizing employee wellbeing and improving the ergonomics of employees’ home offices. Women, parents and disabled persons may require extra support.@en

Background: Many studies in the software research literature on bug fixing are built upon the assumption that "a given bug was introduced by the lines of code that were modified to fix it", or variations of it. Although this assumption seems very reasonable at first glance, there is little empirical evidence supporting it. A careful examination surfaces that there are other possible sources for the introduction of bugs such as modifications to those lines that happened before the last change an changes external to the piece of code being fixed. Goal: We aim at understanding the complex phenomenon of bug introduction and bug fix. Method: We design a preliminary approach distinguishing between bug introducing commits (BIC) and first failing moments (FFM). We apply this approach to Nova and ElasticSearch, two large and well-known open source software projects. Results: In our initial results we obtain that at least 24% bug fixes in Nova and 10% in ElasticSearch have not been caused by a BIC but by co-evolution, compatibility issues or bugs in external API. Merely 26--29% of BICs can be found using the algorithm based on the assumption that "a given bug was introduced by the lines of code that were modified to fix it". Conclusions: The approach allows also for a better framing of the comparison of automatic methods to find bug inducting changes. Our results indicate that more attention should be paid to whether a bug has been introduced and, when it was introduced.@en

Computer programming is being introduced in schools worldwide as part of a movement that promotes Computational Thinking (CT) skills among young learners. In general, learners use visual, block-based programming languages to acquire these skills, with Scratch being one of the most popular ones. Similar to professional developers, learners also copy and paste their code, resulting in duplication. In this paper we present the findings of correlating the assessment of the CT skills of learners with the presence of software clones in over 230,000 projects obtained from the Scratch platform. Specifically, we investigate i) if software cloning is an extended practice in Scratch projects, ii) if the presence of code cloning is independent of the programming mastery of learners, iii) if code cloning can be found more frequently in Scratch projects that require specific skills (as parallelism or logical thinking), and iv) if learners who have the skills to avoid software cloning really do so. The results show that i) software cloning can be commonly found in Scratch projects, that ii) it becomes more frequent as learners work on projects that require advanced skills, that iii) no CT dimension is to be found more related to the absence of software clones than others, and iv) that learners-even if they potentially know how to avoid cloning-still copy and paste frequently. The insights from this paper could be used by educators and learners to determine when it is pedagogically more effective to address software cloning, by educational programming platform developers to adapt their systems, and by learning assessment tools to provide better evaluations.

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Scratch is increasingly popular, both as an introductory programming language and as a research target in the computing education research field. In this paper, we present a dataset of 250K recent Scratch projects from 100K different authors scraped from the Scratch project repository. We processed the projects' source code and metadata to encode them into a database that facilitates querying and further analysis. We further evaluated the projects in terms of programming skills and mastery, and included the project scoring results. The dataset enables the analysis of the source code of Scratch projects, of their quality characteristics, and of the programming skills that their authors exhibit. The dataset can be used for empirical research in software engineering and computing education.@en