Community-based Open Source Software (OSS) projects are generally self-organized and dynamic, receiving contributions from volunteers spread across the globe. These communities survival, long-term success, and continuity demand a constant influx of newcomers. However, newcomers face many barriers when making their first contribution to an OSS project, leading in many cases to dropouts. Therefore, a major challenge for OSS projects is to provide ways to support newcomers during their first contribution. In this thesis, our goal was to identify and understand the barriers newcomers face and provide appropriate strategies to lower these barriers. Toward this end, we conducted multiple studies, using multiple research methods. To identify the barriers, we used data collected from: semi-structured interviews with 35 developers from 13 different projects; 24 answers to an open questionnaire conducted with OSS developers; feedback from 9 graduate and undergraduate students after they tried to join OSS projects; and 20 primary studies gathered via a systematic literature review. The data was analyzed using Grounded Theory procedures: namely, open and axial coding. Subsequently, the analysis resulted in a preliminary conceptual model composed of 58 barriers grouped into six categories: cultural differences, newcomers characteristics, reception issues, newcomers orientation, technical hurdles, and documentation problems. Based on the conceptual model, we developed FLOSScoach, a portal to support newcomers making their first OSS project contribution. To assess the portal, we conducted a study with undergraduate students, relying on qualitative data from diaries, self-efficacy questionnaires, and the Technology Acceptance Model. By applying the model to a practical application and assessing it, we could evaluate and improve the barriers model, changing it according to improvements identified during the conception of the tool, as well as suggestions received from the study participants. The FLOSScoach study results indicate that the portal played an important role guiding newcomers and lowering barriers related to the orientation and contribution process, whereas it was inefficient in lowering technical barriers. We also found that the portal is useful, easy to use, and increased newcomers confidence to contribute. The main contributions of this thesis are: (i) empirical identification and modeling of barriers faced by OSS project newcomers; and (ii) a portal providing information to support OSS project newcomers. / Projetos de software livre baseados em comunidade são, geralmente, auto-organizados e dinâmicos, e recebem contribuições de voluntários espalhados por todo o globo. A sobrevivência dessas comunidades, o sucesso a longo prazo, e sua continuidade exigem a entrada constante de novatos. No entanto, os novatos enfrentam muitas barreiras ao tentarem fazer a sua primeira contribuição para um projeto de software livre, o que leva, em muitos casos, a desistências. Portanto, um grande desafio para projetos de software livre é proporcionar maneiras de apoiar os novatos durante a realização de sua primeira contribuição. Nesta tese, nosso objetivo foi identificar e compreender as barreiras que os novatos enfrentam e fornecer estratégias adequadas para reduzir essas barreiras. Para isso, realizamos diversos estudos, utilizando vários métodos de pesquisa. Para identificar as barreiras, foram utilizados dados coletados a partir de: entrevistas semiestruturadas com 36 desenvolvedores de 14 projetos diferentes; 24 respostas a um questionário aberto realizado com desenvolvedores de software livre; feedback de 9 estudantes depois de tentarem contribuir para projetos de software livre; e 20 estudos obtidos por meio de uma revisão sistemática da literatura. Os dados foram analisados utilizando-se procedimentos da Grounded Theory: codificação aberta e axial. Posteriormente, a análise resultou em um modelo conceitual preliminar composto por 58 barreiras agrupadas em seis categorias: diferenças culturais, características dos novatos, problemas de recepção, orientação dos novatos, obstáculos técnicos, e problemas de documentação. Com base no modelo conceitual, desenvolvemos o FLOSScoach, um portal para apoiar os novatos no curso de sua primeira contribuição a projetos de software livre. Para avaliar o portal, realizamos um estudo com alunos de graduação, utilizando dados qualitativos de diários, questionários de autoeficácia (self-efficacy), e o modelo de aceitação tecnológica (TAM, do inglês Technology Acceptance Model). Ao aplicar o modelo em uma aplicação prática e experimentá-lo, pudemos avaliar e melhorar o modelo de barreiras, adequando-o de acordo com as melhorias identificadas durante a concepção da ferramenta, bem como sugestões recebidas dos participantes do estudo. Os resultados do estudo indicam que o portal FLOSScoach desempenhou um papel importante no direcionamento dos novatos e na redução das barreiras relacionadas com o processo de orientação e contribuição, enquanto não foi muito eficiente na redução de barreiras técnicas. Evidenciamos ainda que o portal é útil, fácil de usar, e aumentou a confiança dos novatos. As principais contribuições desta tese são: (i) identificação empírica e modelagem de barreiras enfrentadas pelos novatos em projetos de software livre; e (ii) um portal de informação para apoiar os novatos em projetos de software livre.

Text in English / The literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009. / Psychology / M.A. (Psychology)

Text in English / The literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009. / Psychology / M.A. (Psychology)

Cette recherche vise à comparer des enseignants novices en situation de formation et des enseignants "experts" que sont les maîtres de stages. L'observation et la comparaison des méthodes didactiques utilisées dans l'enseignement technique et dans l'enseignement général, mais aussi dans des disciplines différentes (biologie, chimie, français, histoire) nous a permis de mettre en évidence l'impact de la formation initiale sur les comportements des enseignants novices. / Doctorat en sciences de l'éducation / info:eu-repo/semantics/nonPublished