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Anne Koziolek

Publications and source records attributed to Anne Koziolek.

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Requirements After the First Edit: Mining Late Requirement Emergence and Rework in Real-World Coding-Agent Sessions

Coding agents often implement changes before users have fully articulated their requirements, echoing a pattern from requirements engineering: stakeholders cannot express a constraint until part of the system exists to react to. This volatility is associated with schedule and budget overruns in traditional projects, but only at release-cycle granularity. Existing work on coding agents narrows this gap only partway: curated benchmarks fix requirements before implementation by design, and observational studies report pushback frequency without linking arrivals to the code invalidation they cause. We address this using 3,553 eligible SWE-chat sessions, coding post-implementation requirement arrivals along three dimensions and, where repository state can be replayed, linking each arrival to a proxy: deletion or replacement of prior agent-authored lines. A requirement's arrival is followed by roughly twice as much invalidation as matched non-requirement edits, robust to user-turn and net-deletion checks, though not demonstrated as causal. This burden shows no detectable decline over a session and no detected association with operation type once multiplicity is accounted for; several intervals remain wide. A controlled experiment shows delayed disclosure relocates implementation post-reveal, while advance warning produces no detected effect on overwriting. These results establish late requirement emergence as a measurable source of code invalidation.

cs.SE

Measuring Computer Science Enthusiasm: A Questionnaire-Based Analysis of Age and Gender Effects on Students' Interest

This study examines how age and gender independently shape adolescents' interest in computer science (CS) education. Building on the Person-Object Theory of Interest (POI), we define enthusiasm as a short-term, activating response that combines positive affect, perceived relevance, and intention to re-engage. Because such enthusiasm can shift CS attitudes and engagement intentions even briefly, it offers a useful measure for short outreach activities. We developed a 28-item pre-post questionnaire to assess whether CS interventions raise enthusiasm, then applied it to more than 400 students (244 female, 187 male, aged 10-18) in CS courses. Contrary to the common assumption that early exposure secures lasting interest, we found a marked decline during early adolescence, especially among girls, along with wide variation in interest trajectories across ages. Exploratory factor analysis and ANOVA show that age predicts interest development more strongly than gender, and reveal specific developmental breakpoints. Although older students began with lower baseline attitudes, they showed the largest gains after the intervention, indicating that well-designed short activities can re-engage interest even later in adolescence. These results point to the need for CS education strategies that adapt to developmental stage rather than assuming a single early window matters most. Our validated questionnaire offers a way to measure immediate affective and motivational responses, giving researchers and practitioners a tool to evaluate whether specific interventions succeed in raising enthusiasm.

cs.SE