arXiv subjects

Italo Santos

Publications and source records attributed to Italo Santos.

At least 19 recordsLinked to original sources

arXiv2026

Technostress in the Age of AI: A Preliminary Study with Software Professionals

The rapid adoption and evolution of AI are changing software engineering work and requiring professionals to repeatedly adapt their knowledge, practices, and skills. Although technological adaptation has long characterized software development, less is known about how these new and recurring pressures manifest as technostress. This preliminary exploratory study investigates AI related technostress among software professionals. We conducted a survey and performed a thematic analysis of responses from 121 software professionals across 26 countries reporting their recent experiences with AI at work. Our findings suggest that AI related technostress emerges not only from adapting to rapidly changing technologies, but also from having to manage the work, technical responsibilities, and professional changes that accompany their adoption. This characterization shows that AI introduces pressures beyond learning and using new tools, affecting how software professionals perform and remain accountable for technical work and how they prepare for the future of their careers.

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arXiv2026

''You Can't Open an LLM With a Screwdriver'': The De-Democratization of Software

Claims that generative AI will soon write all of the code have led to predictions that programming is nearing its end. In this vision paper, we argue against this assumption that broader access to code generation necessarily democratizes software development, i.e., everyone can code but we have to distinguish between access and control: by access, we mean the ability of more people, including non-experts and less-experienced developers, to generate code-like artifacts with AI; by control, we mean the capacity to inspect, evaluate, integrate, maintain, and govern those artifacts as dependable software. While AI may broaden access to code production, control may become more concentrated among those who own or understand the code, software practices, infrastructure, evaluation practices, and deployment pipelines. Grounded in an expert panel, our vision paper argues that AI does not eliminate software engineering expertise but shifts where that expertise becomes most critical. The locus of software engineering expertise is shifting toward intent specification: orchestrating and governing AI behavior, evaluating software behavior, and integrating software systems. We conclude this paper by identifying research opportunities for education, tools, and policy that can help the software engineering community respond to the AI era with greater agency, accountability, and adaptability.

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arXiv2026

Exploring Quantum Software Testing Across Research and Practice: Emerging Results from a Multivocal Literature Review

This paper presents preliminary findings from a multivocal literature review investigating how quantum software testing is characterized across academic and practitioner-oriented sources. Our study integrated peer-reviewed studies with gray literature, including blogs, tutorials, forums, technical reports, documentation pages, and company webpages. Our results indicate a rapidly evolving but fragmented ecosystem involving classical adapted testing approaches, quantum-specific techniques, statistical validation methods, simulators, debugging environments, and verification frameworks. The reviewed material also revealed recurring challenges related to scalability limitations, hardware noise, probabilistic execution, limited observability, and immature tooling ecosystems. These findings provide an initial characterization of how research and practice currently discuss quantum software testing challenges, techniques, and tooling.

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arXiv2026

Exploring Dependence, Overreliance, and Addiction Related Behaviors Associated with Large Language Model Use Among Software Engineers

The widespread adoption of Large Language Models (LLMs) has changed how software engineers perform everyday development activities. While these systems provide substantial support for tasks such as code generation, debugging, and documentation, their increasing integration into professional workflows has also raised questions regarding developers' reliance on these tools and the emergence of dependence, overreliance, and addiction-related behaviors. This study investigates how software engineers experience the use of LLMs during professional software development, with attention to behavioral patterns associated with dependence, overreliance, and addiction-related behaviors. An exploratory survey was conducted with 119 software practitioners. The data were analyzed using descriptive statistics and qualitative thematic analysis of participants' open-ended responses. Participants primarily described functional dependence, with LLMs becoming integrated into routine software engineering activities because of the productivity and efficiency they provide. Responses also suggested patterns consistent with overreliance, particularly through prioritizing LLMs over documentation or peer consultation while continuing to verify generated outputs. Reports associated with addiction-related behaviors were less common and primarily reflected difficulty moderating use or emotional attachment to the technology rather than impaired control. The findings suggest that LLMs are becoming a habitual component of professional software engineering practice. While most reported use appears functional, the results indicate the importance of promoting appropriate reliance by supporting trust calibration, professional judgment, and verification throughout software development.

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arXiv2026

How Many Interviews Are Enough in a Software Engineering Study? Preliminary Findings on Sample Size and Saturation

Background. Interview based studies are widely used in empirical software engineering to investigate human, organizational, and socio technical phenomena, yet interview sample adequacy and saturation are reported inconsistently across the literature. Aims. This paper investigates how interview sample adequacy and saturation are operationalized in empirical software engineering research. Method. We analyzed papers published between 2016 and 2025 across major software engineering venues, focusing on interview sample sizes, saturation discussions, and sample adequacy justifications. Results. Preliminary findings indicate substantial variation in sample sizes, from highly specialized small sample studies to broader investigations involving large interview datasets. Studies involving fewer than 12 interviewees were common and frequently associated with specialized industrial contexts or constrained organizational access. However, the most recurrent range was 13 to 24 interviewees, suggesting that moderate sized samples represent the most common configuration in empirical software engineering research. Saturation and sample adequacy justification were heterogeneous, with many studies relying on implicit or contextual reasoning rather than explicit methodological discussion. Conclusions. Our findings provide initial empirical insights into methodological reporting practices in interview based software engineering research and contribute to ongoing discussions regarding qualitative rigor and transparency.

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arXiv2026

The Influence of Fraudulent AI-Generated Responses on Software Engineering Surveys

Background: Large Language Models (LLMs) introduce new concerns regarding fraudulent or AI assisted participation in software engineering surveys. Aims: This study investigates how suspicious or potentially AI assisted responses may affect the validity of software engineering survey findings. Method: We conducted a secondary analysis of four software engineering survey datasets using manual identification of suspicious responses, automated AI generated text detection, descriptive statistical analysis, and thematic analysis. We compared findings obtained from the original and manually cleaned datasets. Results: Quantitative findings generally remained stable after filtering suspicious responses, although some demographic and analytical variables showed moderate variation, affecting the interpretation of specific participant groups and contextual characteristics. In contrast, qualitative findings were more strongly influenced by changes in contextual framing, code prominence, and the nature of the evidence supporting interpretation, shaping how participants' experiences and study contexts were interpreted and characterized. Conclusions: AI assisted participation may influence software engineering survey findings differently depending on the type of analysis being conducted. The findings reinforce the importance of combining multiple validation procedures, particularly in studies relying on open ended responses.

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arXiv2026

From Generic to Personalized: Exploring Persona-Aware Code Review Explanations

Code review is essential for ensuring software quality and supporting collaboration, yet prior work shows that developers can interpret code review comments differently. These differences can hinder effective communication, particularly in collaborative settings. To address this challenge, we explore the potential of personified code review explanations. We report initial findings from an ongoing mixed-methods user study in which developers evaluated persona-aligned review comments across multiple code snippets. Our results suggest that preferences for explanation styles vary across problem-solving styles, experience levels, and roles. Across problem-solving style profiles, developers valued explanatory depth, learning support, practical suggestions, and risk awareness over conciseness, highlighting the need to balance personalization with clarity and trust. Based on these findings, we outline a vision for inclusive, human-centered AI-assisted code review systems that adapt feedback to developers' problem-solving preferences.

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arXiv2026

How Software Engineering Students Use LLMs to Write Research Papers: An Experience Report

Large language models are increasingly becoming part of software engineering education, including activities involving empirical software engineering and evidence synthesis. This paper reports an educational experience involving the integration of reflective LLM use into an empirical methods assignment in a third-year software architecture course. Students were asked to develop a short research paper using either a rapid review or a gray literature review methodology and to disclose how LLMs were used throughout the assignment. We analyzed 146 student disclosure statements using a cross-analysis process combining LLM-assisted categorization with manual verification and refinement by the researchers. The reflections describe how students incorporated LLMs during activities such as brainstorming, methodological clarification, organization of findings, and writing refinement, while also reporting concerns regarding inaccuracies and verification of generated content. This experience report discusses lessons learned and educational implications for integrating AI-assisted technologies into empirical software engineering education.

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arXiv2026

Academic Integrity and Emotional Responses to Inappropriate LLM Use in Software Engineering Education

Academic integrity in higher education is increasingly shaped by complex socio-technical environments marked by automated tools, evolving institutional practices, and heightened performance pressures. Within this context, large language models (LLMs) are becoming prevalent in software engineering education, further blurring boundaries around acceptable assistance and authorship. This study investigates how software engineering students describe their emotional experiences after using LLMs in ways they perceive as academically inappropriate. We conducted a cross-sectional survey with 116 undergraduate students. Results show emotionally heterogeneous responses. Indifference was most frequent, including among students who recognized risks to learning and academic standing. Guilt and anxiety were reported in relation to moral discomfort and concern about penalties. Relief and satisfaction were evident primarily in deadline-driven contexts and situations of unclear guidance.

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arXiv2026

SLRMentor: An LLM-Based Tool Supporting Learning of SLR in Software Engineering

This paper presents SLRMentor, a conversational assistant designed to support both learning about the systematic literature review process and the execution of planning activities in software engineering. The tool offers general guidance on SLR methodology and supports key planning tasks, including search string construction and reasoning about inclusion and exclusion criteria, with explanations grounded in established SLR guidelines. A pilot validation with graduate students suggests that SLRMentor helps clarify the SLR process and planning decisions, lowers initial barriers for novice researchers, and supports learning while still requiring active methodological judgment.

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arXiv2026

Teaching Empathy in Software Engineering Education in the Age of Artificial Intelligence

Empathy has been discussed as a relevant human capability in software engineering, particularly in activities that require understanding users, stakeholders, and the societal implications of technological systems. This relevance becomes more pronounced in the context of artificial intelligence, where software increasingly participates in decisions that affect diverse individuals and communities. However, limited guidance exists on how empathy can be integrated into technical software engineering education in ways that connect with the development of AI-enabled systems. This study investigates teaching practices that educators use to incorporate empathy into software engineering courses. Using qualitative analysis of educator-reported practices, we identified five categories through which empathy is operationalized within technical coursework: societal framing of AI systems, fairness and accessibility considerations in design and evaluation, representation of diverse users, stakeholder role awareness and responsibility, and structured reflection and feedback during development processes. The findings indicate that empathy can be embedded within core development activities rather than taught as a separate topic, enabling students to reason about bias, accessibility, accountability, and the societal consequences of AI technologies. These results contribute a structured view of how empathy-oriented practices can be incorporated into software engineering education to support the preparation of students who will develop AI-enabled systems.

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arXiv2026

LLM Use, Cheating, and Academic Integrity in Software Engineering Education

Background: Cheating in university education is commonly described as context dependent and influenced by assessment design, institutional norms, and student interpretation. In software engineering education, programming oriented coursework has historically involved ambiguity around collaboration, reuse, and external assistance. Recently, large language models (LLMs) have introduced additional mediation in the production of code and related artifacts. Aims: This study investigates how software engineering students describe experiences of using LLMs in ways they perceived as inappropriate, disallowed, or misaligned with course expectations. Method: A cross sectional survey was conducted with 116 undergraduate software engineering students from multiple countries, combining quantitative summaries with qualitative data. Results: Reported LLM cheating practices occurred primarily in programming assignments, routine coursework, and documentation tasks, often in contexts of time pressure and unclear guidance. Use during quizzes and exams was less frequent and more consistently identified as a violation. Students reported awareness of academic and professional consequences regarding LLM cheating, while formal sanctions were perceived as limited. Conclusions: Our study indicates that reported LLM misuse in software engineering is associated with assessment and instructional conditions, suggesting a need for clearer alignment between assessment design, learning objectives, and expectations for LLM use.

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arXiv2026

Team Diversity Promotes Software Fairness: An Experiment on Fairness-Aware Requirements Prioritization

\textbf{Background:} Fairness and diversity are receiving growing attention in software engineering, particularly as AI and machine learning systems increasingly influence decision-making processes. While fairness is often examined at the algorithmic or data level, there is limited understanding of how it is addressed during the early stages of software development. Moreover, little is known about how team diversity affects fairness-related decisions in software projects. \textbf{Aims:} This study investigates how diversity in software teams influences fairness-aware behavior during requirements prioritization. \textbf{Method:} A controlled experiment was conducted with 27 pairs of software engineering students, including 13 LGBTQ diverse pairs and 14 non diverse pairs. Each pair prioritized user stories with varying fairness implications. Descriptive statistics were used to analyze attitudes and prioritization outcomes, and thematic analysis was applied to examine the reasoning behind participants' decisions. \textbf{Results:} Both groups demonstrated general alignment with fairness principles, prioritizing features that promoted equitable treatment and rejecting those that posed fairness risks. However, LGBTQ diverse pairs were more consistent in rejecting fairness risking stories and made fewer fairness related misprioritization errors. Their reasoning emphasized inclusion, non discrimination, and ethical responsibility, whereas non diverse pairs adopted a more pragmatic, goal oriented perspective. \textbf{Conclusions:} The findings indicate that fairness should be considered from the earliest stages of software development. Team diversity can enhance the identification and interpretation of fairness issues during requirements analysis, fostering more reflective and inclusive decision making.

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arXiv2025

An Investigation on How AI-Generated Responses Affect SoftwareEngineering Surveys

Survey research is a fundamental empirical method in software engineering, enabling the systematic collection of data on professional practices, perceptions, and experiences. However, recent advances in large language models (LLMs) have introduced new risks to survey integrity, as participants can use generative tools to fabricate or manipulate their responses. This study explores how LLMs are being misused in software engineering surveys and investigates the methodological implications of such behavior for data authenticity, validity, and research integrity. We collected data from two survey deployments conducted in 2025 through the Prolific platform and analyzed the content of participants' answers to identify irregular or falsified responses. A subset of responses suspected of being AI generated was examined through qualitative pattern inspection, narrative characterization, and automated detection using the Scribbr AI Detector. The analysis revealed recurring structural patterns in 49 survey responses indicating synthetic authorship, including repetitive sequencing, uniform phrasing, and superficial personalization. These false narratives mimicked coherent reasoning while concealing fabricated content, undermining construct, internal, and external validity. Our study identifies data authenticity as an emerging dimension of validity in software engineering surveys. We emphasize that reliable evidence now requires combining automated and interpretive verification procedures, transparent reporting, and community standards to detect and prevent AI generated responses, thereby protecting the credibility of surveys in software engineering.

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arXiv2025

Reconsidering Conversational Norms in LLM Chatbots for Sustainable AI

LLM based chatbots have become central interfaces in technical, educational, and analytical domains, supporting tasks such as code reasoning, problem solving, and information exploration. As these systems scale, sustainability concerns have intensified, with most assessments focusing on model architecture, hardware efficiency, and deployment infrastructure. However, existing mitigation efforts largely overlook how user interaction practices themselves shape the energy profile of LLM based systems. In this vision paper, we argue that interaction level behavior appears to be an underexamined factor shaping the environmental impact of LLM based systems, and we present this issue across four dimensions. First, extended conversational patterns increase token production and raise the computational cost of inference. Second, expectations of instant responses limit opportunities for energy aware scheduling and workload consolidation. Third, everyday user habits contribute to cumulative operational demand in ways that are rarely quantified. Fourth, the accumulation of context affects memory requirements and reduces the efficiency of long running dialogues. Addressing these challenges requires rethinking how chatbot interactions are designed and conceptualized, and adopting perspectives that recognize sustainability as partly dependent on the conversational norms through which users engage with LLM based systems.

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arXiv2025

Model-Assisted and Human-Guided: Perceptions and Practices of Software Professionals Using LLMs for Coding

Large Language Models have quickly become a central component of modern software development workflows, and software practitioners are increasingly integrating LLMs into various stages of the software development lifecycle. Despite the growing presence of LLMs, there is still a limited understanding of how these tools are actually used in practice and how professionals perceive their benefits and limitations. This paper presents preliminary findings from a global survey of 131 software practitioners. Our results reveal how LLMs are utilized for various coding-specific tasks. Software professionals report benefits such as increased productivity, reduced cognitive load, and faster learning, but also raise concerns about LLMs' inaccurate outputs, limited context awareness, and associated ethical risks. Most developers treat LLMs as assistive tools rather than standalone solutions, reflecting a cautious yet practical approach to their integration. Our findings provide an early, practitioner-focused perspective on LLM adoption, highlighting key considerations for future research and responsible use in software engineering.

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arXiv2025

Testing the Untestable? An Empirical Study on the Testing Process of LLM-Powered Software Systems

Background: Software systems powered by large language models are becoming a routine part of everyday technologies, supporting applications across a wide range of domains. In software engineering, many studies have focused on how LLMs support tasks such as code generation, debugging, and documentation. However, there has been limited focus on how full systems that integrate LLMs are tested during development. Aims: This study explores how LLM-powered systems are tested in the context of real-world application development. Method: We conducted an exploratory case study using 99 individual reports written by students who built and deployed LLM-powered applications as part of a university course. Each report was independently analyzed using thematic analysis, supported by a structured coding process. Results: Testing strategies combined manual and automated methods to evaluate both system logic and model behavior. Common practices included exploratory testing, unit testing, and prompt iteration. Reported challenges included integration failures, unpredictable outputs, prompt sensitivity, hallucinations, and uncertainty about correctness. Conclusions: Testing LLM-powered systems required adaptations to traditional verification methods, blending source-level reasoning with behavior-aware evaluations. These findings provide evidence on the practical context of testing generative components in software systems.

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arXiv2025

Exploring the Untapped: Student Perceptions and Participation in OSS

Open Source Software (OSS) projects offer valuable opportunities to train the next generation of software engineers while benefiting projects and society as a whole. While research has extensively explored student participation in OSS and its use in software engineering education, student participation in OSS is still low, and the perspectives of students who have never contributed remain underexplored. This study aims to investigate the relationship between students' interest in contributing to OSS and their perceptions of barriers and motivational factors. We developed a theoretical model to understand the relationship between students' perceptions of OSS and their interest in contributing. We then surveyed students majoring in computer science and related fields (N=241). Using structural equation modeling techniques, we tested the model and found that intrinsic and internalized extrinsic motivations are positively associated with interest in contributing to OSS projects, while the impact of extrinsic motivation varies by gender. Comparatively, we found no significant relationship between barriers and interest in contributing. Students suggested several ways to make projects more attractive, including increasing awareness of the importance of OSS. Our findings can help communities better prepare to integrate students and encourage educators to enhance interest in OSS by linking participation to specific motivational factors.

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