Download the full-sized PDF of Analyzing Individual Contribution and Collaboration in Student Software TeamsDownload the full-sized PDF



Permanent link (DOI):


Export to: EndNote  |  Zotero  |  Mendeley


This file is in the following communities:

Graduate Studies and Research, Faculty of


This file is in the following collections:

Theses and Dissertations

Analyzing Individual Contribution and Collaboration in Student Software Teams Open Access


Other title
Grounded Theory Study in Software Engineering
Analysis and Visualization Service
Analysis of Programmer’s Questions
Type of item
Degree grantor
University of Alberta
Author or creator
De Pinho, Fabio R
Supervisor and department
Stroulia, Eleni (Computing Science)
Examining committee member and department
King, Sharla (Educational Psychology)
Wong, Kenny (Computing Science)
Stroulia, Eleni (Computing Science)
Department of Computing Science

Date accepted
Graduation date
Master of Science
Degree level
Software development is an inherently team-based activity, and many software-engineering courses are structured around team projects, in order to provide students with an authentic learning experience. In these courses, student developers define, share and manage their tasks, relying on collaborative-development tools. These tools support all lifecycle activities and generate a detailed record in the process, which can provide valuable insight into the team's work. In this sense, these tools enable instructors to monitor the team's progress and to understand and evaluate the contributions and overall performance of each individual team developer. This thesis describes an analysis and visualization framework, designed to enhance the usefulness of such collaborative tools for instructors, by enabling them to interactively explore interesting facets of the activities and contributions of each individual developer within the team. We have used our framework to analyze and understand how a student team worked through a term project. At the same time, we collected data about the students' own perception of their work processes through individual questionnaires and team interviews. Our analyses suggest that the inferences supported by our framework are congruent with the individual-developer feedback, while there are some discrepancies with the reflections of the team as a whole. Furthermore, in order to improve the learning experience of software engineering students, we studied the human and social aspects of a student team and we developed a grounded theory that helps on the understanding of how students behave during a course project.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
Citation for previous publication

File Details

Date Uploaded
Date Modified
Audit Status
Audits have not yet been run on this file.
File format: pdf (Portable Document Format)
Mime type: application/pdf
File size: 835559
Last modified: 2015:10:12 20:23:19-06:00
Filename: De Pinho_Fabio_Spring 2013.pdf
Original checksum: f7d4e41dcb2f16de1c7e079fc6f943aa
Well formed: true
Valid: true
Page count: 68
Activity of users you follow
User Activity Date