Design Recommendations for Motivational Learning Systems to Promote Competencies in Software Testing

by Christine Jokisch
Doctoral thesis
Date of Examination:2025-10-07
Date of issue:2025-11-19
Advisor:Prof. Dr. Matthias Schumann
Referee:Prof. Dr. Matthias Schumann
Referee:Prof. Dr. Manuel Trenz
Referee:Prof. Dr. Jens Grabowski
Persistent Address: http://dx.doi.org/10.53846/goediss-11627

 

 

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Abstract

English

Software testing is an integral part of the software development process and often determines the success or failure of software projects. Although testing can consume more than half of development time and costs, it is frequently underrepresented in both practice and education. This neglect leads not only to significant economic burdens due to increasing technical debt but also to persistent quality issues in software products. In higher education, there is a clear lack of solid competencies in software testing, for instance, through insufficient curricular integration or the abstract delivery of methodological knowledge. Furthermore, students often perceive testing as monotonous or even irrelevant compared to software development. Against this backdrop, this dissertation investigates the challenges and potentials of software testing education in higher education, as well as the design of motivational learning systems. Following a Design Science Research approach, it develops and iteratively refines digital, game-based learning environments to foster testing competencies. Both fundamental and advanced knowledge in Black-Box, White-Box, and Grey-Box testing are addressed. The dissertation is structured into three research complexes: Research Complex A explores central challenges, deficits, and potentials (Studies I–IV). Research Complex B focuses on the integration of fundamental testing knowledge in introductory courses. Here, an adaptive, narrative, mission-based learning environment was developed that intertwines programming and testing from the outset (Studies V–VI). Research Complex C addresses specialized testing techniques, resulting in practice-oriented learning systems that combine realistic test objects, feedback mechanisms, and motivational elements. Findings show that students not only write tests but also critically reflect on and systematically improve their quality. In summary, this dissertation contributes by systematically identifying educational deficits in software testing and linking them to industry requirements. Moreover, it provides prescriptive design knowledge through the development and evaluation of gamified learning systems.
Keywords: Software Testing; Design Science Research; Learning Systems; Competencies; Gamification
 
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