About Me
I am a fourth-year Ph.D. student at the University of California, Irvine in the Department of Information and Computer Science. I am specializing in the area of software, and my advisor is André van der Hoek. So far I am really enjoying the graduate program. The work is interesting, challenging, and always changing, I am constantly learning new things, and my research has already taken me traveling to many interesting places. I also got my Bachelor of Science degree from UCI in 1998, in Biological Sciences, but after graduating and working for a bit, I decided I liked computers much better. I do occasionally have a life away from my computer -- I enjoy reading, playing piano, hiking, skiing, arts & crafts, jigsaw puzzles, working out, cooking, and spending time with my husband, family, friends, dog Roger, and my beautiful baby Mollie.


Contact Information
Office: ICS2 252
Address: 127B Computer Science Trailer, Irvine, CA 92697-3430
Phone: 949-824-3100
Fax: 949-824-1715
Email: emilyo@ics.uci.edu


Research
My project, titled "SimSE", is an educational software engineering simulation environment whose goal is to allow software engineering students to learn and practice the software engineering process in a graphical, realistic, fully interactive, and entertaining setting. See the SimSE Website for more information.


Teaching
I am not TAing any classes this quarter.


Publications

• A Survey of Software Engineering Educational Delivery Methods and Associated Learning Theories

Emily Oh Navarro

Abstract: Software engineering education has acquired a notorious reputation for producing students that are ill-prepared for being productive in real-world software engineering settings. Although much attention has been devoted to improving the state of affairs in recent years, it still remains a difficult problem with no obvious solutions. In this paper, I attempt to discover some of the roots of the problem, and provide suggestions for addressing these difficulties. A survey of software engineering educational approaches is first presented. A categorization of these approaches in terms of the learning theories they leverage then reveals a number of deficiencies and potential areas for improvement. Specifically, there are a number of underutilized learning theories (Learning through Failure, Keller’s ARCS, Discovery Learning, Aptitude-Treatment Interaction, Lateral Thinking, and Anchored Instruction), and the majority of existing approaches do not maximize their full educational potential. Furthermore, the approaches that engage the widest range of learning theories (practice-driven curricula, open-ended approaches, and simulation) are also the most infrequently used. Based on these observations, the following recommendations are proposed: Modify existing approaches to maximize their educational potential, design new approaches to address under-utilized learning theories, enhance the most promising approaches to make them more useful and effective, perform more formal and frequent evaluations of software engineering educational approaches, and frame software engineering education research in the context of learning theories.

UCI, ISR Technical Report, UCI-ISR-05-5, April 2005

Survey.pdf (42KB)

 

• Teaching by Modeling instead of by Models

Thomas Birkhoelzer, Emily Oh Navarro, and André van der Hoek

Abstract: Teaching and training is one of the important applications of software engineering process simulation. Up until this point, however, it has only been used in the context of students running simulations of process models that were built by someone else. In this paper, we suggest a different approach: to use the modeling activity for teaching as well, rather than the simulation activity only. In particular, we pro-pose to assign students the task of building a new soft-ware process simulation model using an existing educational software process simulation environment, SimSE. First experiences from a feasibility project are reported.

In Proceedings of the 6th International Workshop on Software Process Simulation and Modeling, St. Louis, MO, May 2005

ProSim2005.pdf (42KB)

• Software Process Modeling for an Educational Software Engineering Simulation Game

Emily Oh Navarro and André van der Hoek

Abstract: SimSE is an educational software engineering simulation game that uses a unique software process modeling approach. This approach combines both predictive and prescriptive aspects to support the creation of dynamic, interactive, graphical models for software engineering process education. This paper describes the different constructs in a SimSE process model, introduces the associated model builder tool, describes how we built an initial model of a waterfall process, and discusses the underlying tradeoffs and issues involved in our approach.

In Software Process Improvement and Practice, upcoming issue (to appear)

SPIP2005.pdf (284KB)

• Design and Evaluation of an Educational Software Process Simulation Environment and Associated Model

Emily Oh Navarro and André van der Hoek

Abstract: Simulation is an educational tool that is commonly used to teach processes that are infeasible to practice in the real world. Software process education is a domain that has not yet taken full advantage of the benefits of simulation. To address this, we have developed SimSE, an educational, interactive, graphical environment for building and simulating software engineering processes in a game-like setting. We detail the design of SimSE, present an initial simulation model of a waterfall process that we developed, and describe an experiment that we conducted to evaluate the educational potential of SimSE and its initial model.

In Proceedings of the Eighteenth Conference on Software Engineering Education and Training, Ottawa, Canada , April, 2005

CSEET2005-2.pdf (238KB)

• Scaling up: How Thirty-two Students Collaborated and Succeeded in Developing a Prototype Software Design Environment

Emily Oh Navarro and André van der Hoek

Abstract: Virtually all software engineering courses employ class projects in which students practice their newly-learned skills. By necessity, these projects tend to be of a small scale. In efforts to better educate students in the many aspects and pitfalls of the software process, different alternatives have been tried over time. In this paper, we describe one such experience in which we put all thirty-two students in the course on a single, large project and gave them the open-ended task of building a prototype of “a better software design environment.” Thi s l ead to a completely new set of dynamics and interesting opportunities to teach topics that normally would not be covered or illustrated by students’ experiences in a regular software project. We introduce our course design, present its progression over the quarter, illustrate its strengths and weaknesses, and discuss critical factors for its repeatability.

In Proceedings of the Eighteenth Conference on Software Engineering Education and Training, Ottawa, Canada , April, 2005

CSEET2005-1.pdf (63KB)

• SimSE: An Interactive Simulation Game for Software Engineering Education

Emily Oh Navarro and André van der Hoek

Abstract: The typical software engineering education lacks a practical experience of the process of software engineering—students are presented with relevant process theory in lectures, but have limited opportunity to put these concepts into practice in an associated class project. SimSE is an educational, interactive, fully graphical computer game that simulates software engineering processes, and is designed specifically to train students in situations that require an understanding and handling of software process issues. In this paper we describe SimSE, including its educational goals, its design, and its implementation.

In Proceedings of the 7th IASTED International Conference on Computers and Advanced Technology in Education, Kauai, Hawaii, August 2004

CATE2004.pdf (132KB)

• Software Process Modeling for an Interactive, Graphical, Educational Software Engineering Simulation Game

Emily Oh Navarro and André van der Hoek

Abstract: SimSE is an educational software engineering simulation game that uses a unique software process modeling approach. This approach combines both predictive and prescriptive aspects to support the creation of dynamic, interactive, graphical models for software engineering process education. This paper describes the different constructs in a SimSE process model, the associated model builder tool, and discusses the underlying tradeoffs and issues involved in this approach.

In Proceedings of the 5 th International Workshop on Software Process Simulation and Modeling, Edinburgh, Scotland, UK, May 2004

ProSim2004.pdf (111KB)

• An Experimental Card Game for Teaching Software Engineering Processes

Alex Baker, Emily Oh Navarro, and André van der Hoek

Abstract: The typical software engineering course consists of lectures in which concepts and theories are conveyed, along with a small “toy” software engineering project which attempts to give students the opportunity to put this knowledge into practice. Although both of these components are essential, neither one provides students with adequate practical knowledge regarding the process of software engineering. Namely, lectures allow only passive learning and projects are so constrained by the time and scope requirements of the academic environment that they cannot be large enough to exhibit many of the phenomena occurring in real-world software engineering processes. To address this problem, we have developed Problems and Programmers, an educational card game that simulates the software engineering process and is designed to teach those process issues that are not sufficiently highlighted by lectures and projects. We describe how the game is designed, the mechanics of its game play, and the results of an experiment we conducted involving students playing the game.

In Journal of Systems of Software, upcoming issue (in press)

JSS2004.pdf (375KB)

• Teaching Software Engineering Using Simulation Games

Emily Oh Navarro, Alex Baker, and André van der Hoek

Abstract: A typical software engineering course fails to teach its students many of the skills needed in software development organizations. Because lectures and class projects alone cannot adequately teach about the software process, we have developed a pair of games in which the process is simulated, giving students an opportunity to practice it firsthand. Problems and Programmers is an educational software engineering card game and SimSE is an educational computer simulation of the software process.

In Proceedings of the 2004 International Conference on Simulation in Education, San Diego, California, January 2003 (to appear)

ICSIE2004.pdf (168KB)

• Problems and Programmers: An Educational Software Engineering Card Game
  
  Alex Baker, Emily Oh Navarro, and André van der Hoek
  
  Abstract: Problems and Programmers is an educational card game that we have developed to help teach software engineering. It is based on the observation that students, in a typical software engineering course, gain little practical experience in issues regarding the software process. The underlying problem is time: any course faces the practical constraint of only being able to involve students in at most a few small software development projects. Problems and Programmers overcomes this limitation by providing a simulation of the software process. In playing the game, students become aware of not only general lessons, such as the fact that they must continuously make tradeoffs among multiple potential next steps, but also specific issues such as the fact that inspections improve the quality of code but delay its delivery time. We describe game play of Problems and Programmers, discuss its underlying design, and report on the results of a small experiment in which twenty-eight students played the game.
  
  In Proceedings of the Twenty-Fifth International Conference on Software Engineering, Portland, Oregon, May 2003
  
  ICSE2003.pdf (137KB)

• An Experimental Card Game for Teaching Software Engineering
  
  Alex Baker, Emily Oh Navarro, and André van der Hoek
  
  Abstract: The typical software engineering course consists of lectures in which concepts and theories are conveyed, along with a small "toy" software engineering project which attempts to give students the opportunity to put this knowledge into practice. Although both of these components are essential, neither one provides students with adequate practical knowledge regarding the process of software engineering. Namely, lectures allow only passive learning and projects are so constrained by the time and scope requirements of the academic environment that they cannot be large enough to exhibit many of the phenomena occurring in real-world software engineering processes. To address this problem, we have developed Problems and Programmers, an educational card game that simulates the software engineering process and is designed to teach those process issues that are not sufficiently highlighted by lectures and projects. We describe how the game is designed, the mechanics of its gameplay, and the results of an experiment we conducted involving students playing the game.
  
  In Proceedings of the Sixteenth Conference on Software Engineering Education and Training, Madrid, Spain, March, 2003
  
  CSEET2003.pdf (156KB)

• Towards Game-Based Simulation as a Method of Teaching Software Engineering
  
  Emily Oh and André van der Hoek
  
  Abstract: A typical software engineering course consists of a series of lectures along with a small associated class project. Although this may seem like a logical approach, practical, didactic, and timing reasons necessarily lead to a lack of an in-depth treatment of the critical issues involved in the overall process of software engineering. This paper intro-duces and lays out our plans for constructing SimSE, a graphical, interactive, educational software engineering simulation environment that teaches the software process in a practical manner without the constraints of an actual class project. We anticipate that the use of SimSE will enable students to form a concrete understanding of the software process by allowing its users to explore different approaches to managing the software process and giving them insight into the complex cause and effect relationships underlying the process.
  
  In Proceedings of the 2002 Frontiers in Education Conference, Boston, MA, November, 2002
  
  FIE2002.pdf (21KB)

• Teaching Software Engineering through Simulation
  
  Emily Oh
  
  Abstract: The common software engineering education method of theory presented in lectures along with application of these theories in an associated class project is insufficient, on its own, to effectively communicate the complex, fundamental dynamics underlying real-world software engineering processes. This paper introduces and lays out plans for SimSE, a detailed, graphical, fully interactive educational software engineering simulation environment that teaches the software process in a practical manner without the time and scope constraints of an actual class project. Once completed, this tool will enable students to form a concrete understanding of the software process by allowing its users to explore different approaches to managing the software process and giving them insight into the complex cause and effect relationships underlying the process.
  
  In Proceedings of the 2002 International Conference on Software Engineering Doctoral Symposium, Orlando, Florida, May 2002
  
  ICSEDS02.pdf (38KB)

• Teaching Software Engineering through Simulation
  
  Emily Oh and André van der Hoek
  
  In Proceedings of the 2001 Workshop on Education and Training (WET), Santa Barbara, CA, July 2001
  
  TOOLS01.pdf (16KB)

• Adapting Game Technology to Support Individual and Organizational Learning
  
  Emily Oh and André van der Hoek
  
  Abstract: It is well known that traditional educational techniques can be complemented by simulation to achieve a more effective learning experience. One would expect the same phenomenon to be true in software development. However, the simulation techniques used thus far have not been effective. This paper introduces a novel approach to simulation for software development education that is based on the adaptation of game technology. Specifically, we propose to build a simulation environment that interacts with its users much like games such as SimCity and The Sims. In providing direct, graphical feedback, we hypothesize that this approach allows individuals to develop an understanding of the software processes used in their organization, while organizations as a whole benefit from the ability to explore different approaches to their software development process.
  
  In Proceedings of the 13th International Conference on Software Engineering and Knowledge Engineering, Buenos Aires, Argentina, June 2001
  
  SEKE2001.pdf (66 KB)

• Challenges in Using an Economic Cost Model for Software Engineering Simulation
  
  Emily Oh and André van der Hoek
  
  Abstract: The common software engineering education method of theory presented in lectures along with application of these theories in an associated class project is insufficient, on its own, to effectively communicate the complex, fundamental dynamics underlying real-world software engineering processes. We are constructing a new approach to software engineering education that is based on the use of an educational software engineering simulation environment. However, a major challenge in developing such an environment lies in creating an accurate model of the real world upon which the simulation is based. In order for the simulation to be a successful educational tool, this model must be based on an appropriate economic model, must consist of the correct "fundamental laws" of software engineering, and must encode them quantitatively into accurate mathematical relationships, thereby correctly embodying and portraying all of the various factors, dynamics, and cause-and-effect relationships present in the real-world software engineering process.
  
  In Proceedings of the 3rd International Workshop on Economics-Driven Software Engineering Research, Toronto, Canada, May 2001 (reprinted in Projects & Profits, 4 (8), 43-50)
  
  EDSER3.pdf (54 KB)