Tobias Geger

Dominique Briechle, Raj Chanchad, Tobias Geger et al.

Explicit software architecture models are essential artifacts for communicating, analyzing, and evolving complex software-intensive systems. In ROS~2-based robotic systems, however, structural (de-)composition and integration semantics are often only implicitly encoded across distributed artifacts such as source code and launch files, making recovery of hierarchical architecture particularly difficult. Existing approaches mainly focus on node-level entities and communication wiring, while providing limited support for recovering hierarchical structural (de-)composition across multiple abstraction levels. In this paper, we extend our previously proposed blueprint-guided LLM-assisted architecture recovery pipeline for ROS~2 systems through two major enhancements: (1) refined prompting to improve the consistency and controllability of architecture synthesis, and (2) a staged recovery strategy based on multi-level intermediate architectural representations that incorporate the atomic ROS node list and launch file dependencies, thereby enabling structurally constrained reconstruction across multiple abstraction levels. The approach is evaluated on a real-world automated product disassembly system based on cooperative robotic arms and heterogeneous ROS~2 artifacts. Compared to our previous work, the considered case study exhibits substantially higher integration complexity and richer functionality. The results demonstrate improved structural consistency, scalability, and robustness of architecture recovery, while also revealing remaining challenges related to dynamic integration semantics in large-scale ROS~2 systems.

Andreas Rausch, Stefan Wittek, Tobias Geger et al.

Generative AI and agentic tools are reshaping agile software development, yet many engineering curricula still teach agile methods and AI competencies separately and largely lecture-based. This paper presents a project-based AI Engineering curriculum designed to prepare students for AI-driven agile development by integrating agile practices and AI-enabled engineering throughout the program. We contribute (1) the curriculum concept and guiding principles, (2) a case study of interdisciplinary, AI-enabled agile student projects, and (3) early evidence from a mixed-methods evaluation. In our case study, second-semester bachelor students work in teams over seven two-week sprints on a realistic software product. AI tools are embedded into everyday agile engineering tasks - requirements clarification, backlog refinement, architectural reasoning, coding support, testing, and documentation - paired with reflection on human responsibility and quality. Initial results indicate that the integrated approach supports hands-on competence development in AI-assisted engineering. Key observations highlight the need for agile teaching adaptations due to rapid tool evolution, the critical role of oral verification to ensure foundational learning. We close with lessons learned and recommendations for educators designing agile project-based curricula in the age of AI.

Tobias Geger, Andreas Rausch, Ina Schiering et al.

Agile software development evolves so rapidly that research struggles to remain timely and transferable - an issue heightened by the swift adoption of generative AI and agentic tools. Earlier discussions highlight theory and time gaps, leading to results that often lack clear reuse conditions or arrive too late for practical decisions. This paper introduces a project-based, AI-integrated agile education platform as a collaborative research environment, positioned between controlled studies and real-world industry. The platform enables rapid inquiry through sprint rhythms, quality gates, and genuine stakeholder involvement. We present a framework specifying iteration structures, recurring events, and quality gates for AI-assisted engineering artifacts. Early results from several semesters - covering project pipeline, cohort growth, and stakeholder participation - show the platform's potential to generate practice-relevant evidence efficiently and with reusable context. Finally, we outline future steps to enhance governance and evidence capture.

Tobias Geger, Dominique Briechle, Andreas Rausch

To prepare students for upcoming trends and challenges, it is important to teach them about the helpful and important aspects of modern technologies, such as robotics. However, classic study programs often fail to prepare students for working in the industry because of the lack of practical experience, caused by solely theoretical lecturing. The challenge is to teach both practical and theoretical skills interactively to improve the students' learning. In the scope of the paper, a project-based learning approach is proposed, where students are taught in an agile, semester-spanning project how to work with robots. This project is part of the applied computer science degree study program Digital Technologies. The paper presents the framework as well as an exemplary project featuring the development of a disassembly software ecosystem for hardware robots. In the project, the students are taught the programming of robots with the help of the Robot Operating System (ROS). To ensure the base qualifications, the students are taught in so-called schools, an interactive mix of lectures and exercises. At the beginning of the course, the basics of the technologies are covered, while the students work more and more in their team with the robot on a specific use case. The use case here is to automate the disassembly of build block assemblies.