ࡱ> +-*@bjbjUU :??@ CCCCCWWWW c Woooooooo,JCoooooCCooooooCoCooooooo84Woo0ovovovCo oooooooooooooooovooooooooo :Resumo As inspees de software so meios eficientes de aumentar a qualidade. O estilo de aprendizado (Learning Style - LS) tem sido utilizado para detectar as preferncias de um indivduo quanto aquisio e processamento de informao. Em trabalhos relacionados, sobre inspeo de requisitos, equipes de inspeo com diferentes LS se mostraram mais eficazes na deteco de defeitos do que as equipes com LS similares. O objetivo desse trabalho investigar a influncia do LS do inspetor na eficcia e na eficincia das inspees em diagramas de projeto de software. Um quasi-experimento foi conduzido utilizando um subconjunto de requisitos real e os diagramas correspondentes a ele com defeitos semeados, caraterizando cada participante de acordo com seu LS. Tambm foi utilizado um script para combinar os inspetores em equipes nominais de inspeo. Para inspeo de diagramas no foram detectadas influncias do LS na inspeo individual, porm equipes com LS similares (equipes homogneas) foram mais eficazes e eficientes do que as equipes com LS diferentes (equipes heterogneas). Entretanto, para reforar os resultados obtidos so necessrias mais replicaes do estudo, envolvendo mais participantes e diferentes contextos. Palavras-chave: Inspeo de software; projeto de software; diagramas de software; equipes de inspeo; estilos de aprendizado; estudo experimental; quasi-experimento Abstract Software inspections are an efficient mean to improve quality. Learning Styles (LS) have been used to detect an individuals preferences to acquire and process information according to different dimensions. In related work concerning requirements inspections, inspection teams with different LS showed more effective at detecting defects than teams with similar LS. The goal of this work is to investigate the influence of inspectors LS on the effectiveness and efficiency of design inspections. A quasi-experiment was conducted using a subset of a real requirements document and corresponding design diagrams with seeded defects, characterizing each of the participants according to their LS. A script to combine inspectors into nominal inspection teams was implemented. For design inspections no influences of LS were detected in the individual inspection, but teams with similar LS (homogeneous teams) were more effective and efficient than teams with dissimilar LS (heterogeneous teams). However, replications are needed, including more participants and different contexts, to reinforce the obtained results. Keywords: software design inspection; inspection teams; learning styles; quasi-experiment.  @h}wh}w5\^J h}w^J h}w5\  @$a$$a$ 8P:p}w. A!n"n#n$n% Dp^ 666666666vvvvvvvvv66666686666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmHnHsHtHX`X Normal*$,CJKHOJQJ^J_HaJmHnHsHtHDA D 0Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List JJ 0Heading $xCJOJQJ^JaJ8B8 0 Body Text d T/T /:0Body Text Char CJKHOJQJ^JaJnHtH$/"$ 0List<"2< 0Caption  $xx6]*B* 0Index $PK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] @ @ @ PY}w@ B @@ @@UnknownG*Ax Times New Roman5Symbol3" ArialI xP!Liberation SerifG& xP!Liberation SansACambria Math"  X X! 0 $P@ PY!xxResumoHelioHelioOh+'0x  4 @ LX`hpResumoHelioNormal_WordconvHelio2Microsoft Office Outlook@@3@3՜.+,0 hp|   Resumo Title  !#$%&'(),Root Entry F?4.1Table vWordDocument:SummaryInformation(DocumentSummaryInformation8"CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q  F#Documento do Microsoft Office Word MSWordDocWord.Document.89q