Grischa Liebel

Victoria Jackson, Grischa Liebel, Rafael Prikladnicki et al.

While the use of Large Language Models (LLMs) in programming has been extensively studied, there is limited understanding of how LLMs support collaborative work where creativity plays a central role. Software design, as a collaborative and creative activity, provides a valuable context for exploring the influence of LLMs on creativity. This study investigates how and where creativity naturally emerges when software designers collaborate with an LLM during a design task. In a laboratory setting simulating a workplace environment, 18 pairs of software professionals with design experience were asked to complete a design task. Each pair had 90 minutes to produce a software design based on a set of requirements, with optional access to a custom LLM interface. Pairs were not primed to be creative. We find that creativity was present in all pairs in design processes, with 13 producing design documents containing creativity. We primarily attribute creativity to the human designers, driven by traits such as prior experience, empathy, and the use of analogies. The LLM contributed by producing novel ideas and elaborating human ideas. However, in some cases, the LLM appeared to hinder creativity by suggesting complex solutions or adding to unproductive digressions. LLMs can support creativity in collaborative software design, but human insights remain central. To effectively augment human creativity, designers must be intentional in their engagement with LLMs.

Isabella Graßl, Christopher Lazik, Shalini Chakraborty et al.

Student engagement is critical for effective learning in software modelling, yet fostering motivation and inclusivity remains a challenge. While existing research has focused on modelling tools, notations, and assessment, little attention has been given to how the choice of problem domains and the diversity, relatability, and cultural perspectives they bring shape students' learning experiences. This study explores how problem domains and teaching methods influence motivation, engagement, inclusiveness, and feedback in modelling education. To investigate these dimensions, we conducted parallel surveys with 90 students and 22 educators. Our findings reveal disconnects between educator assumptions and student preferences: Students show greatest motivation for socially relevant domains and prefer choice in selection, while educators overestimate interest in study-related domains. The study identifies how minor design choices can exclude students. Students perceive feedback as meaningful when visibly acted upon. These findings suggest inclusive domain selection is central to student motivation; thus, we recommend student-centred domain selection.

Eric Knauss, Grischa Liebel, Jennifer Horkoff et al.

T-Reqs is a text-based requirements management solution based on the git version control system. It combines useful conventions, templates and helper scripts with powerful existing solutions from the git ecosystem and provides a working solution to address some known requirements engineering challenges in large-scale agile system development. Specifically, it allows agile cross-functional teams to be aware of requirements at system level and enables them to efficiently propose updates to those requirements. Based on our experience with T-Reqs, we i) relate known requirements challenges of large-scale agile system development to tool support; ii) list key requirements for tooling in such a context; and iii) propose concrete solutions for challenges.