Les cadriciels et les bibliothèques sont indispensables aux systèmes logiciels d'aujourd'hui. Quand ils évoluent, il est souvent fastidieux et coûteux pour les développeurs de faire la mise à jour de leur code. Par conséquent, des approches ont été proposées pour aider les développeurs à migrer leur code. Généralement, ces approches ne peuvent identifier automatiquement les règles de modification une-remplacée-par-plusieurs méthodes et plusieurs-remplacées-par-une méthode. De plus, elles font souvent un compromis entre rappel et précision dans leur résultats en utilisant un ou plusieurs seuils expérimentaux. Nous présentons AURA (AUtomatic change Rule Assistant), une nouvelle approche hybride qui combine call dependency analysis et text similarity analysis pour surmonter ces limitations. Nous avons implanté AURA en Java et comparé ses résultats sur cinq cadriciels avec trois approches précédentes par Dagenais et Robillard, M. Kim et al., et Schäfer et al. Les résultats de cette comparaison montrent que, en moyenne, le rappel de AURA est 53,07% plus que celui des autre approches avec une précision similaire (0,10% en moins). / Software frameworks and libraries are indispensable to today's software systems. As they evolve, it is often time-consuming for developers to keep their code up-to-date. Approaches have been proposed to facilitate this. Usually, these approaches cannot automatically identify change rules for one-replaced-by-many and many-replaced-by-one methods, and they trade off recall for higher precision using one or more experimentally-evaluated thresholds. We introduce AURA (AUtomatic change Rule Assistant), a novel hybrid approach that combines call dependency and text similarity analyses to overcome these limitations. We implement it in a Java system and compare it on five frameworks with three previous approaches by Dagenais and Robillard, M. Kim et al., and Schäfer et al. The comparison shows that, on average, the recall of AURA is 53.07% higher while its precision is similar (0.10% lower).

Les cadriciels et les bibliothèques sont indispensables aux systèmes logiciels d'aujourd'hui. Quand ils évoluent, il est souvent fastidieux et coûteux pour les développeurs de faire la mise à jour de leur code. Par conséquent, des approches ont été proposées pour aider les développeurs à migrer leur code. Généralement, ces approches ne peuvent identifier automatiquement les règles de modification une-remplacée-par-plusieurs méthodes et plusieurs-remplacées-par-une méthode. De plus, elles font souvent un compromis entre rappel et précision dans leur résultats en utilisant un ou plusieurs seuils expérimentaux. Nous présentons AURA (AUtomatic change Rule Assistant), une nouvelle approche hybride qui combine call dependency analysis et text similarity analysis pour surmonter ces limitations. Nous avons implanté AURA en Java et comparé ses résultats sur cinq cadriciels avec trois approches précédentes par Dagenais et Robillard, M. Kim et al., et Schäfer et al. Les résultats de cette comparaison montrent que, en moyenne, le rappel de AURA est 53,07% plus que celui des autre approches avec une précision similaire (0,10% en moins). / Software frameworks and libraries are indispensable to today's software systems. As they evolve, it is often time-consuming for developers to keep their code up-to-date. Approaches have been proposed to facilitate this. Usually, these approaches cannot automatically identify change rules for one-replaced-by-many and many-replaced-by-one methods, and they trade off recall for higher precision using one or more experimentally-evaluated thresholds. We introduce AURA (AUtomatic change Rule Assistant), a novel hybrid approach that combines call dependency and text similarity analyses to overcome these limitations. We implement it in a Java system and compare it on five frameworks with three previous approaches by Dagenais and Robillard, M. Kim et al., and Schäfer et al. The comparison shows that, on average, the recall of AURA is 53.07% higher while its precision is similar (0.10% lower).

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2017-12-11T13:08:51Z No. of bitstreams: 1 DANIELLE CHAVES DE MEDEIROS - DISSERTAÇÃO PPGCC 2014.pdf: 1794393 bytes, checksum: 843f24f727881568e52ff59c12122403 (MD5) / Made available in DSpace on 2017-12-11T13:08:51Z (GMT). No. of bitstreams: 1 DANIELLE CHAVES DE MEDEIROS - DISSERTAÇÃO PPGCC 2014.pdf: 1794393 bytes, checksum: 843f24f727881568e52ff59c12122403 (MD5) Previous issue date: 2014-12 / A seleção de critérios para a análise de informações durante o processo de avaliação da participação em fóruns de discussão de cursos de Educação a Distância (EaD) é um grande desafio. São muitas as variáveis que devem ser consideradas neste processo, além da subjetividade inerente à análise realizada pelo docente, passível de erro humano. Os docentes geralmente não possuem a seu dispor todos os recursos necessários, se tornando necessário o uso de uma metodologia ou ferramenta que o auxilie no processo de avaliação. Diante desta demanda e, a partir de um estudo dos principais indicadores qualitativos/quantitativos utilizados pelos professores de EaD, foi desenvolvido um arcabouço para a análise da participação dos alunos em fóruns. O objetivo deste arcabouço é servir de apoio à tomada de decisão do professor, fornecendo um mecanismo mais efetivo para a mensuração da quantidade e da qualidade das interações, passível de adaptação à metodologia tradicional adotada por cada docente. A validação deste arcabouço deu-se a partir da administração de questionários para a sondagem da opinião de docentes atuantes na área de ensino a distância, assim como pela realização de estudos de caso envolvendo a avaliação da acurácia de instâncias do arcabouço para o cálculo da nota de participação de alunos. Foi desenvolvido um Sistema Especialista (SE) para o processamento dos dados, com o uso de funções de similaridade para realizar, de forma semiautomática, a avaliação do conteúdo das mensagens dos alunos. Assim, as notas de participação calculadas foram confrontadas com as notas atribuídas pelo docente utilizando a abordagem tradicional. Os resultados obtidos demonstraram que, em três das cinco turmas observadas, não foi possível verificar a existência de diferenças estatísticas significativas entre o desempenho das abordagens estudadas. Um estudo da acurácia e correlação revela que, em todos os casos analisados, há uma forte relação entre os dados e o erro médio encontrado foi inferior a 3%, demonstrando a aplicabilidade do arcabouço ao contexto da avaliação da participação em fóruns. / The selection of criteria for the information analysis during the participation evaluation process, in discussion forums of distance courses, is a major challenge. There are many variables to consider in this process, in addition to the subjectivity inherent in the analysis carried out by the instructor, which is subject to human error. Instructors, generally, do not have at their disposal all the resources necessary, thus, the use of methodologies or tools that can help them with this process are necessary. Facing this demand, and after performing a study of the major qualitative/quantitative indicators used by distance education teachers, we developed a framework for the analysis of the student participation in the forums. The aim of this framework is to support the decision-making process, by providing a more effective mechanism to measure the quantity and quality of interactions, capable of adjusting itself to the traditional methodology adopted by each teacher. The validation of this framework was performed by the administration of questionnaires that surveyed the opinion of active teachers in the distance learning area, and by the execution of case studies involving the assessment of the accuracy of instances of this framework for calculating the participation grade of students. The study involved the development of an Expert System, for the treatment and processing of the data, using similarity functions to perform, semi-automatically, the assessment of the content of the students' messages. Thus, it was possible to confront the calculated participation grades with the grades assigned by the teacher using the traditional approach. The results showed that, in three out of the five classes observed, it was not possible to verify the existence of statistically significant differences between the performance of both the approaches studied. A study of the accuracy and correlation shows that, in all the cases analyzed, there is a strong relationship between the data, and the average error was less than 3%, demonstrating the applicability of the proposed framework to the assessment of student participation in forums.