Journal article
Measuring the impact of lexical and structural inconsistencies on developers’ cognitive load during bug localization
Empirical software engineering : an international journal, Vol.25(3), pp.2140-2178
05/2020
Handle:
https://hdl.handle.net/2376/120975
Abstract
A large portion of the cost of any software lies in the time spent by developers in understanding a program’s source code before any changes can be undertaken. Measuring program comprehension is not a trivial task. In fact, different studies use self-reported and various psycho-physiological measures as proxies. In this research, we propose a methodology using functional Near Infrared Spectroscopy (fNIRS) and eye tracking devices as an objective measure of program comprehension that allows researchers to conduct studies in environments close to real world settings, at identifier level of granularity. We validate our methodology and apply it to study the impact of lexical, structural, and readability issues on developers’ cognitive load during bug localization tasks. Our study involves 25 undergraduate and graduate students and 21 metrics. Results show that the existence of lexical inconsistencies in the source code significantly increases the cognitive load experienced by participants not only on identifiers involved in the inconsistencies but also throughout the entire code snippet. We did not find statistical evidence that structural inconsistencies increase the average cognitive load that participants experience, however, both types of inconsistencies result in lower performance in terms of time and success rate. Finally, we observe that self-reported task difficulty, cognitive load, and fixation duration do not correlate and appear to be measuring different aspects of task difficulty.
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Details
- Title
- Measuring the impact of lexical and structural inconsistencies on developers’ cognitive load during bug localization
- Creators
- Sarah FakhouryDevjeet RoyYuzhan MaVenera ArnaoudovaOlusola Adesope
- Publication Details
- Empirical software engineering : an international journal, Vol.25(3), pp.2140-2178
- Academic Unit
- Department of Kinesiology and Educational Psychology; Education, College of
- Identifiers
- 99900601056501842
- Language
- English
- Resource Type
- Journal article