Abstract
Large language model (LLM)-powered assistants are increasingly used for generating program code and unit tests, but their application in acceptance testing remains underexplored. To help address this gap, this paper explores the use of LLMs for generating executable acceptance tests for web applications through a two-step process: (i) generating acceptance test scenarios in natural language (in Gherkin) from user stories, and (ii) converting these scenarios into executable test scripts (in Cypress), knowing the HTML code of the pages under test. This two-step approach supports acceptance test-driven development, enhances tester control, and improves test quality. The two steps were implemented in the AutoUAT and Test Flow tools, respectively, powered by GPT-4 Turbo, and integrated into a partner company's workflow and evaluated on real-world projects. The users found the acceptance test scenarios generated by AutoUAT helpful 95% of the time, even revealing previously overlooked cases. Regarding Test Flow, 92% of the acceptance test cases generated by Test Flow were considered helpful: 60% were usable as generated, 8% required minor fixes, and 24% needed to be regenerated with additional inputs; the remaining 8% were discarded due to major issues. These results suggest that LLMs can, in fact, help improve the acceptance test process, with appropriate tooling and supervision.

Abstract

Abstract
The development of safety-critical systems is heavily governed by domain-specific standards. In the aerospace industry, the DO-178C - Software Considerations in Airborne Systems and Equipment Certification - serves as the primary certification standard used by agencies such as the FAA and EASA to review and approve software-based systems. Although DO-178C aims to ensure system safety while providing evidence for certification, it does not prescribe a specific software development process, allowing flexibility for traditional Waterfall, Agile, or hybrid methods with appropriate adaptations for the aerospace context. This study proposes Scrum4DO178C, an Agile process based on Scrum, to meet the demanding requirements of aerospace software, including safety, robustness, reliability, and integrity. Scrum4DO178C introduces novel process enhancements specifically tailored to meet these criticality needs, while aligning with the standard. Unlike previous proposals that lack detail, this research presents a comprehensive, validated process applied in a real-world industry project at the highest criticality level (Level A - Catastrophic), offering insights beyond theoretical scenarios. The findings demonstrated that the Scrum4DO178C process improves project performance, allows frequent and manageable requirement changes, reduces Verification & Validation (V&V) effort, and increases efficiency while maintaining full compliance with DO-178C. The study also identifies areas for further improvement and suggests exploring the process in additional case studies, both within the aerospace industry and other domains with similarly stringent safety-critical requirements. Finally, it confirms that appropriate automation, namely for documentation production, is a central element to further improve the process. © 2013 IEEE.

Abstract

Abstract

Abstract
Histology is a preclinical subject transversal in medical, dental, and veterinary curricula. Classical teaching approaches in histology are often undermined by lower motivation and engagement of students, which may be addressed by innovative learning environments. Herein, we developed a serious game approach and compared it with a classical teaching style. The students' feedback was evaluated by questionnaires, and their performance on quizzes and exam's scores were assessed. The serious game (Histopoly) consisted of a game-based web application for the teacher/game master, a digital gaming application used by the students as a controller, and a projected digital board game. The board featured rows for the four fundamental tissues (epithelial, connective, muscular, and nervous) paired with question tiles and additional tiles with more demanding activities (e.g., drawing, presenting slides, and making a syllabus). Participants included all veterinary students enrolled in the first year. Paired laboratory sessions were split with four sections (n = 94 students) playing Histopoly at the end of all sessions and two sections (n = 28 students) completing small evaluations every three weeks at the beginning of sessions. According to the questionnaires, students that played the serious game were more motivated, engaged, and more interconnected with classmates. The activity was considered fun, and students enjoyed the classes more. No differences in the final examination scores were found, but the percentage of correct answers provided throughout the serious game was significantly higher. Overall, these findings argue for the inclusion of serious games in modern histology teaching to promote student engagement in learning.