Contributors to Open Source Software (OSS) projects are vital to maintaining the health of both communities and projects. However, the number of projects experiencing core contributors'disengagement has increased to the point that it risks the projects'survival. Finding new contributors to replace the workforce is challenging and time-intensive due to several factors, including a lack of precise knowledge about potential candidates'competences, which may need to be confirmed through interviews and exams. Previous studies provided indications of the contributor's competences, although they lack depth in understanding competence levels, which can result in poor knowledge about the contributor's capabilities. To address this gap, we assess contributors'competence by collecting code metrics related to source code from contributions. We also propose a competence model able to predict the competence level required to solve tasks. By properly assessing contributors'competences, we can identify and train candidates to replace core contributors. Our replication package, including code, data, and documentation, is available at https://doi.org/10.5281/zenodo.21605122
Sabahat Younas, Marcia C. Moraes, Fabio Santos· 0 citations
Abstract Students in demanding microbiology and biomedical sciences courses often rely on suboptimal study strategies, such as massed practice, despite evidence favouring spaced retrieval and interleaving for durable learning, where durable learning is learning that is retained across longer periods of time. We developed U-Behavior, a learning management system-integrated pedagogy tool that coaches these behaviours through instruction, personalized visualizations of quiz attempt patterns [retrieval practice activity (RPA) graphs], reflections and behavioural feedback. In two experiments with identical RPAs in gateway (VMBS 100, introductory biomedical sciences) and upper division (MIP 300, general microbiology), we compared U-Behavior to low-stakes quizzing (control). U-Behavior significantly increased spacing and interleaving (large effects, ds >1.75) without raising total quiz attempts. Approximately half of U-Behavior students achieved optimal practice levels. No significant between-condition differences appeared in midterm/final exams, likely due to partial adoption. However, higher spacing scores predicted better exam performance (small-to-medium effects) beyond prior Grade Point Average (GPA) and attempt quantity. U-Behavior provides a scalable, behaviour-focused approach to enhance study quality in rigorous microbiology education.
J. Folkestad, H. Hausman, Marcia C. Moraes et al.· Access Microbiology· 0 citations
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