lOth International Conference in Software Engineering Research and Innovation (CONISOFT)

2022 10th

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Assessing Well being and Soft Skills of Software Developers and Students
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2022 10th International Conference in Software Engineering Research and Innovation (CONISOFT) | 978-1-6654-6126-9/22/$31.00 ©2022 IEEE | DOI: 10.1109/CONISOFT55708.2022.00018

in the Context of Working from Home during the COVID - 1 9 era

Reyes Jmirez-Ramirez, Christian X. Navarro

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Veronica Tapia-Ibarra
Universidad Aut6noma de Baja California
8QLYHUVLGDG$XWyQRPDGH%DMD&DOLIRUQLD Instituto Tecnol6gico de Le6n
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Tijuana, Baja California, Mexico
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Samantha Jimenez &pVDU*XHUUD*DUFtD+HFWRU*3HUH]*RQ]DOH]
Cesar Guerra-Garcia, Hector G. Perez-Gonzalez
Instituto Tecnol6gico de Tijuana
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Universidad Aut6noma de San Luis Potosi
Tijuana, Baja California, Mexico
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San Luis Potosi, SLP, Mexico
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samantha.j imenez@tectijuana. edu. mx ^FHVDUJXHUUDKHFWRUJHUDUGR`#XDVOSP[
{cesar. guerra, hectorgerardo } @uaslp.mx
 

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Abstract- Derived from COVID-19 pandemic remote work is
The ability to work remotely has been long touted as a
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now a trend, involving new skills and variations on developers'
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wellbeing. Current students are going to live this new era in the
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prime PDQDJHUVHVSHFLDOO\LQ
perk by recruiters and hiring managers, especially in
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labor market; it is needed to know if they are getting ready for
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countries, FRQWUDFWLQJ
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on a survey to assess how developers in industry and students UHPRWHO\PDQ\RWKHUVGRQRWDVLWLVVKRZQLQ>@%HIRUH
remotely, many others do not, as it is shown in [ 1 1 ] . Before
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the soft skills involved in software development. The results of &29,'
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skills, developers and students showed closer levels of practice, RIHPSOR\PHQW
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trends [ 1 5] , remote workZRUNLVWKH
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COVID-19; wellbeing; soft DOUHDG\
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average, by 2020, more than a third of the desired core skill
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better performance.

978-1-6654-6126-9/22/$31.00 ©2022 IEEE 58

DOl 1
DOI 0.1109/CONISO Fr55708.2022.00018
10.1109/CONISOFT55708.2022.00018
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mental health, and the relationship among them, by means of
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and analyze the students' wellness regarding health, fitness,
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presented an exploratory study describing an online Proj ect­
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impact RI of &29,'
COVID- 1 9 LQ in ZRUNLQJ
working FRQWDFWFRPSOHWHJUDGXDWHGFODVVHVLWZDVQRWIHDVLEOHWRGR
contact complete graduated classes, it was not feasible to do
life (difficulties
OLIH GLIILFXOWLHV DQGand VDWLVIDFWLRQ
satisfaction), He) HPRWLRQV
emotions OLYHG
lived GXULQJ
during UDQGRP VDPSOLQJ
random sampling, VR so ZH
we XVHGused D a QRQSUREDELOLVWLF
non-probabilistic VDPSOH sample,
WKH IXOO
the full ZRUNLQJ IURP
working from KRPH home PRGH
mode, DQG
and If) that is, a convenience sample, considering a list of graduates
WKDWLVDFRQYHQLHQFHVDPSOHFRQVLGHULQJDOLVWRIJUDGXDWHV
programmer/developer
SURJUDPPHUGHYHORSHU DWWULEXWHV attributes SUDFWLFHG
practiced. 7KH The VXUYH\
survey was ZDV ZLWKSRVVLELOLWLHVIRUFRQWDFWLQJWKHP:HGLGDQLQYLWDWLRQ
with possibilities for contacting them. We did an invitation
SUHVHQWHGLQ*RRJOHIRUPVDQGDSSOLHGE\$SULO(YHQ
presented in Google forms and applied by April 202 1 . Even WR 
to 65 JUDGXDWHV
graduates ZKR who are DUH working
ZRUNLQJ LQ in FRPSDQLHV
companies LQ in WKH
the
ZKHQ WKH
when the VXUYH\
survey FRQWDLQV
contains PXFK
much FRPPRQ
common LWHPVitems, D a YHUVLRQ
version 7LMXDQD86$
Tijuana-USA border, ERUGHU LQFOXGLQJ
including 6LOLFRQ
Silicon 9DOOH\
Valley DQG and 6HDWWOH
Seattle,
was adapted for each group of developers and students.
ZDVDGDSWHGIRUHDFKJURXSRIGHYHORSHUVDQGVWXGHQWV :$
WA :H We LQFOXGHG
included big ELJ FRPSDQLHV
companies worldwideZRUOGZLGH known, NQRZQ
7KH
The VHWset RIof HPRWLRQV Developing VRIWZDUH
emotions. 'HYHORSLQJ software V\VWHPV
systems LV is considering that
FRQVLGHULQJ such OHYHO
WKDW VXFK level RI of FRPSDQLHV
companies FRXOG could SURYLGH
provide
GULYHQ
driven by E\ HPRWLRQV
emotions, DV as LV
is VWDWHG
stated LQin >@
[52] . 3URJUDPPHUV
Programmers JR go media needed WR
PHGLD QHHGHG to work from KRPH
ZRUN IURP home. 7KH The LQYLWDWLRQ
invitation ZDV was VHQW
sent
through positive and
WKURXJK SRVLWLYH negative emotions
DQG QHJDWLYH HPRWLRQV >@ [53] LQin VRIWZDUH
software WR JUDGXDWHV
to graduates throughWKURXJK HPDLO
email RU or FKDW
chat FRQWDFW
contact, HQFRXUDJLQJ
encouraging
development activities. Based on this, we considered a set of
GHYHORSPHQWDFWLYLWLHV%DVHGRQWKLVZHFRQVLGHUHGDVHWRI WKHPWRDQVZHULQDSHULRGRIGD\V2QHNLQGO\UHPLQGHU
them to answer in a period of 1 5 days. One kindly reminder
HPRWLRQV
emotions, both ERWK positive
SRVLWLYH DQG
and QHJDWLYH
negative, H[WUDFWHG
extracted IURP from ZDV VHQW
was sent WR to 
3 0% RI of theWKH LQYLWHG
invited JUDGXDWHV
graduates before EHIRUH the WKH
proposals in the literature [54, 55, 56, 57, 58, 59] .
SURSRVDOVLQWKHOLWHUDWXUH>@ GHDGOLQH)LQDOO\DQVZHUVZHUHFROOHFWHG
deadline. Finally, 45 answers were collected.
The set of soft skills. As we mentioned earlier, the WEF
7KHVHWRIVRIWVNLOOV$VZHPHQWLRQHGHDUOLHUWKH:() 6WXGHQWV
Students: 7KH The VDPSOH
sample ZDV was 52 VWXGHQWV
students IURPfrom the WKH three
WKUHH
VXJJHVWHG
suggested D a VHW
set RIof VNLOOV
skills QHHGHG
needed IRU for WKH
the IRXUWK
fourth LQGXVWULDO
industrial FRXUVHV
courses: 
42. 3 0% RI of &223
C-OOP,  28. 84% RI of &6(
C-SE, DQG and 
28. 84%
revolution >@
UHYROXWLRQ [ 1 5] . :H
We DGDSWHG
adapted VXFK
such SURSRVDO
proposal WR to WKH
the VRIWZDUH
software RI&64$
of C-SQA.
development FRQWH[W
GHYHORSPHQW context FRQVLGHULQJ
considering LQWUD intra DQG
and LQWHUSHUVRQDO
interpersonal
'HYHORSHUV
Developers: 7KH The VDPSOH
sample was ZDV  45 GHYHORSHUV
developers IURP from
DWWULEXWHV:HLQWHJUDWHGDVHWRIVRIWVNLOOVFRQVLGHULQJWKRVH
attributes. We integrated a set of soft skills considering those
FRPSDQLHVRIWKHZHVWVLGHRIWKH0H[LFR86$ERUGHU%DMD
companies of the west side of the Mexico-USA border: Baja
suggested in [60, 6 1 , 62, 63, 64] .
VXJJHVWHGLQ>@
The VXUYH\
7KH survey has three LPSRUWDQW
KDV WKUHH important parts for WKLV
SDUWV IRU this VWXG\
study: (1)  &DOLIRUQLD
California (Mexico) 0H[LFR  DQG and &DOLIRUQLD
California (USA). 86$  62.2%  RI of
WKH PDLQ
the main GLIILFXOWLHV
difficulties IDFHG
faced in LQ working
ZRUNLQJ IURP from KRPH
home GXULQJ
during UHVSRQGHQWV work
respondents ZRUN DQG
and OLYH
live in LQ 7LMXDQD
Tijuana, 
1 1 . 1 % OLYH LQ RWKHU
live in other
pandemic,
SDQGHPLF  14 LWHPV
items (one per HDFK
RQH SHU each GLIILFXOW\
difficulty) LQ
in Da SRLQW
5-point FLWLHVFORVHWKHERUGHUZKLOHGHYHORSHUZRUNDQGOLYH
cities close the border, while 26.6% developer work and live
Likert scale; (2)
/LNHUW VFDOH emotions OLYHG
  HPRWLRQV lived LQ
in IXOO
full working from KRPH
ZRUNLQJ IURP home LQWKH86$VLGH7KHJHQGHUPDOHDQGIHPDOHWKLV
in the USA side. The gender, 98% male and 2% female; this
PRGHGXULQJSDQGHPLF
mode during pandemic (used XVHGWRDQVZHU54
to answer RQl),LWHPV
1 7 items (one RQH SURSRUWLRQ LV
proportion is FRPPRQ
common LQ in VRIWZDUH
software GHYHORSPHQW
development
SHUHDFKHPRWLRQ
per each emotion)LQDSRLQW/LNHUWVFDOH
in a 6-point Likert scale; (3)  VRIWVNLOOVRU
soft skills or SUDFWLWLRQHUV 
practitioners. 53 .0% RI UHVSRQGHQWV OLYH
of respondents live DW at IDPLO\
family KRPH
home,
attributes practiced in working from home during pandemic
DWWULEXWHVSUDFWLFHGLQZRUNLQJIURPKRPHGXULQJSDQGHPLF ZKLOHGRQRW$ERXWDUHVLQJOH
while 47.0% do not. About 60.0% are single.
XVHGWRDQVZHU54
(used to answer RQ2),LWHPV 23 items (oneRQHSHUHDFKVRIWVNLOO
per each soft skill)LQD in a About
$ERXW the WKH work
ZRUN experience
H[SHULHQFH LQ in LQGXVWU\
industry RI of GHYHORSHUV
developers,
SRLQW /LNHUW VFDOH
4-point Likert scale. 7KH
The FRQVLVWHQF\
consistency RI WKH LWHPV
of the items ZDVwas WKHGLVWULEXWLRQLVDVIROORZV/HVVWKDQ\HDU\HDU
the distribution is as follows: Less than 1 year: 2 .2%; 1 year:
evaluated ZLWK
HYDOXDWHG with &URQEDFK
Cronbach'sV DOSKD
alpha WHVW
test, KDYLQJ
having the following
WKH IROORZLQJ 
1 3 .3%;  2 WR
to 3 \HDUV
years: 
1 7 . 8%;  4 WR
to 5 \HDUV
years: 
22. 2%;  6 WR
to 
7
UHVXOWV LWHPV
results: items RI of GLIILFXOWLHV
difficulties 
0. 794, DFFHSWDEOH
acceptable; LWHPVitems RIof \HDUVWR\HDUVRUPRUH\HDUV
years : 1 7 . 8%; 8 to 9 years: 1 1 . 1 %; 10 or more years: 1 5 .6%.
HPRWLRQV
emotions 
0 .775, DFFHSWDEOH
acceptable; LWHPV
items RI of VRIW
soft VNLOOV
skills 
0. 990, $ VLJQLILFDQW
A SHUFHQW H[SUHVVHG
significant percent expressed to WR KDYH
have  RU more
4 or PRUH years
\HDUV
excellent.
H[FHOOHQW   7KH
(66.7%). The UHVSRQGHQWV
respondents reported UHSRUWHG WR to SHUIRUP
perform D PL[ RI
a mix of
% 7KHVDPSOH
B. The sample DFWLYLWLHV
achv1hes UHODWHG related with ZLWK VRIWZDUH
software GHYHORSPHQW
development. 7KH\ They
HPSKDVL]HG
emphasized to WR GR
do VRIWZDUH
software GHVLJQdesign. 7KH The SHUFHQWDJHV
percentages IRU for
We
:H considered
FRQVLGHUHG the Computer
WKH &RPSXWHU Engineering
(QJLQHHULQJ
XQGHUJUDGXDWHSURJUDPIURPWKH8QLYHUVLGDG$XWyQRPDGH DFWLYLW\
activity DUH are H[SUHVVHG
expressed DV as IROORZV
follows: 6RIWZDUH
Software GHVLJQ
design: 
82.2%;
undergraduate program from the Universidad Aut6noma de
Programming:
3URJUDPPLQJ 57. 8%;
 Maintenance:
0DLQWHQDQFH 66.7%;

%DMD
Baja &DOLIRUQLD
California, 7LMXDQD
Tijuana FDPSXV
campus : (a)D  FXUUHQW
current VWXGHQWV
students, DQG
and
6\VWHPUHTXLUHPHQWVDQDO\VLV&RGHUHYLHZ
System/requirements analysis: 28.9%; Code review: 28.9%;
E JUDGXDWHV
(b) FRQVLGHUHGDVGHYHORSHUVIRUWKLVVWXG\
graduates (considered as developers for this study).
3URMHFW PDQDJHPHQW
Project management:  0DQDJHU 
1 7 . 8%; Manager 66.7%; 7HDP Team
6WXGHQWV
Students ZKR
who DWWHQGHG WKUHH FRXUVHV
attended three courses GXULQJ
during WKH
the
/HDGHU2WKHU$GPLQLVWUDWRU
Leader: 66. 7%; Other: 1 1 . 1 %; Administrator: 0%.
pandemic were LQYLWHG
SDQGHPLF ZHUH invited WR
to SDUWLFLSDWH
participate LQ
in the survey: 
WKH VXUYH\ 31
students RI
VWXGHQWV of the second year,
WKH VHFRQG attending the
\HDU DWWHQGLQJ course 2EMHFW
WKH FRXUVH Object 9 5(68/76
V. RESULTS
2ULHQWHG
Oriented 3URJUDPPLQJ &223 ; 
Programming (C-OOP) 15 VWXGHQWV
students RI
of WKH
the IRXUWK
fourth
\HDUDWWHQGLQJWKHFRXUVH6RIWZDUH(QJLQHHULQJ
year attending the course Software Engineering (C-SE) &6( DQG
and In this section we present a descriptive analysis in terms
,QWKLVVHFWLRQZHSUHVHQWDGHVFULSWLYHDQDO\VLVLQWHUPV

1 5 VWXGHQWV
students DWWHQGLQJ
attending WKHthe FRXUVH
course 6RIWZDUH
Software 4XDOLW\
Quality RI
of GLIILFXOWLHV
difficulties IDFHG
faced, HPRWLRQV
emotions OLYHG
lived, DQG
and WKH
the VRIW
soft VNLOOV
skills
$VVXUDQFH &64$  :H
Assurance (C-SQA). We FRQVLGHUHG
considered WKHVH
these FRXUVHV EHFDXVH
courses because
SUDFWLFHGGXULQJSDQGHPLFVWXGHQWVLQRQOLQHOHDUQLQJPRGH
practiced during pandemic, students in online learning mode
and developers working from home.
DQGGHYHORSHUVZRUNLQJIURPKRPH

61
 )LUVWO\ we
Firstly, ZH present
SUHVHQW the
WKH results
UHVXOWV inLQ terms
WHUPV of
RI equipment,
HTXLSPHQW GHYHORSHUV (56%),
developers   students
VWXGHQWV (67%).
 Again,
$JDLQ social
VRFLDOinteraction
LQWHUDFWLRQ
WHFKQRORJ\ and
technology, DQG space
VSDFH to
WR work
ZRUN atDW home.
KRPH It
,W is
LV important
LPSRUWDQW to WR LVDSUHRFFXSDWLRQIRUERWKJURXSVZLWKVLJQLILFDQWHPSKDVLV
is a preoccupation for both groups, with significant emphasis
remark
UHPDUN that
WKDW both
ERWK students
VWXGHQWV and
DQG developers
GHYHORSHUV stayed
VWD\HG at DW home
KRPH in
LQ students.
VWXGHQWV In
,Q terms
WHUPV of
RI difficulties
GLIILFXOWLHV to
WR complete
FRPSOHWH the
WKH work,
ZRUN
GXULQJWKHORFNGRZQ)LJVKRZVVRPHLQWHUHVWLQJILQGLQJV
during the lockdown. Fig. 1 shows some interesting findings, GHYHORSHUVGLGQRWHQFRXQWHUWKHSUREOHPKRZHYHURI
developers did not encounter the problem, however, 69% of
RQO\RIGHYHORSHUVKDYHDSULYDWHURRPWRZRUNLQDQG
only 53% of developers have a private room to work in, and VWXGHQWV lived
students OLYHG through
WKURXJK this
WKLV difficulty.
GLIILFXOW\ The
7KH "not
³QRW engaging
HQJDJLQJ
similarly
VLPLODUO\ 54%
 of RI students.
VWXGHQWV 62%
 of RI developers
GHYHORSHUV andDQG students
VWXGHQWV online" risk was not significantly experienced by developers,
RQOLQH´ULVNZDVQRWVLJQLILFDQWO\H[SHULHQFHGE\GHYHORSHUV
have
KDYH speaker
VSHDNHU devices.
GHYLFHV 82%
 of RI developers
GHYHORSHUV have
KDYH aD webcam,
ZHEFDP while 7 1 % of students lived this difficulty.
ZKLOHRIVWXGHQWVOLYHGWKLVGLIILFXOW\
ZKLOH only
while RQO\ 23%
 ofRI students
VWXGHQWV have
KDYH it.
LW These
7KHVH statistics
VWDWLVWLFV reveal
UHYHDO 
that
WKDW some
VRPH complications
FRPSOLFDWLRQV couldFRXOG appear.
DSSHDU In,Q terms
WHUPV of RI aD Difficulties -Part I
dedicated
GHGLFDWHG space,
VSDFH aD significant
VLJQLILFDQW percentage
SHUFHQWDJH ofRI people
SHRSOH didn't
GLGQ¶W 23
25
KDYHSULYDF\IRUZRUNLQJ,QWKHFDVHRIVWXGHQWVWKHODFNRI
have privacy for working. In the case of students, the lack of
20
aDwebcam
ZHEFDPcan FDQ diminish
GLPLQLVKthe WKHpossibilities
SRVVLELOLWLHVRIof interacting
LQWHUDFWLQJ face­
IDFH ·�
'"
15
to-face,
WRIDFH in
LQ aDvirtual
YLUWXDOway,
ZD\with
ZLWK team
WHDP colleagues
FROOHDJXHV at DW work
ZRUN and
DQG
ct
ZLWKWHDPOHDGHUVDQGSURMHFWDGPLQLVWUDWRUV 10
with team leaders and proj ect administrators. cr


Equipment, technology and space to work ICT EQUIPMENT INTERNET WORK SCHEDULE
1 20%
100% 100% • • • D P R Average • DPR Above
96 % 96% 96% 96%
DPR Very Low DPR Below Average Average
1 00%
• • STD Very High • STD Above Avera ge • STD Average

�j {-� l ·JI lr1 1 ,�· ·1

DPR Very High

• STD Below Average • STD Very Low


)LJXUH'LIILFXOWLHV3DUW,
Figure 2. Difficulties -Part I .

Difficulties -Part I I
30
24
25 21
�

li., ! ill. ti •�illi IIi" iill!

'" 20

�
g
15
.t 10
• Students • Developers
 0
0 ·
)LJXUH(TXLSPHQWDQGVSDFHWRZRUNDWKRPH
Figure 1. Equipment and space to work at home. STAY CONNECTED SOCIAL ISOLATION INTERACION F-F

$ Diffi
A. 'LIILFXOWLHVIDFHG
culties faced • DPR Very Low • DPR Below Average • DPR Average • DPR Above Average

• • • STD Above Average •

7KLV section
This VHFWLRQ presents
SUHVHQWV the WKH difficulties
GLIILFXOWLHV faced
IDFHG byE\ students
VWXGHQWV DPR Very High STD Very High STD Average

• STD • STD Very

and developers, expressed in terms of a 5-points Likert scale:
DQGGHYHORSHUVH[SUHVVHGLQWHUPVRIDSRLQWV/LNHUWVFDOH Below Average Low

9HU\ Low,
Very /RZ Below
%HORZ Average,
$YHUDJH Average,
$YHUDJH Above
$ERYH Average,
$YHUDJH andDQG )LJXUH'LIILFXOWLHV3DUW,,
Figure 3. Difficulties -Part II.
9HU\+LJK:HLQGLFDWHGWKHIUHTXHQFLHVIRUHDFKOHYHO:H
Very High. We indicated the frequencies for each level. We 
added
DGGHG the
WKH label
ODEHO DPR
'35 forIRU developers
GHYHORSHUV and DQG STD
67' forIRU students.
VWXGHQWV Difficu lties -Pa rt I l l
The scale for students is presented in reverse order.
7KHVFDOHIRUVWXGHQWVLVSUHVHQWHGLQUHYHUVHRUGHU
30
)LJ 2 shows
Fig. VKRZVthe WKH first
ILUVW set
VHW of
RI difficulties.
GLIILFXOWLHVAs
$VweZH can
FDQ see,
VHH 25 25 25
25
developers
GHYHORSHUV had KDG no QR problems
SUREOHPV in LQ ICT
,&7 equipment,
HTXLSPHQW whileZKLOH �
"" 20
students presented a 44% from Very High to Average. In the
VWXGHQWVSUHVHQWHGDIURP9HU\+LJKWR$YHUDJH,QWKH ·g
g; 15

,t
FDVH of
case RI Internet,
,QWHUQHW also
DOVR it
LW was
ZDV more
PRUH significant
VLJQLILFDQW difficulty
GLIILFXOW\ for
IRU cr
10
student
VWXGHQW with
ZLWK 3
8%. In ,Q the
WKH case
FDVH toWR maintain
PDLQWDLQ work
ZRUN schedule,
VFKHGXOH
42%
 ofRI developers
GHYHORSHUV had KDG difficulties,
GLIILFXOWLHV while
ZKLOH 76%
 of RI students
VWXGHQWV
KDYH it.
have LW This
7KLV isLV aD warning
ZDUQLQJ to WR consider
FRQVLGHU inLQ both
ERWK cases,
FDVHV but
EXW TEAM INTERACTION SOCIAL EXPER. COMPLETE WORK NOT ENGAGING

especially for students.

HVSHFLDOO\IRUVWXGHQWV • DPR Very low • DPR Below Average • DP R Average • DPR
ONLINE
Above Average
Fig. 3 shows the second set of difficulties. As we can see,
)LJVKRZVWKHVHFRQGVHWRIGLIILFXOWLHV$VZHFDQVHH • DPR Very High • STD Very High • STD Above Average • STD Average
GHYHORSHUVGLGQRWKDYHSUREOHPVWRVWD\FRQQHFWHGWRZRUN
developers did not have problems to stay connected to work,
• STD Below Average • STD Very Low
while
ZKLOH 54%
 of RI students
VWXGHQWV lived
OLYHG this
WKLV difficulty.
GLIILFXOW\ In
,Q the
WKH case
FDVH of
RI 
social
VRFLDO isolation,
LVRODWLRQ significant
VLJQLILFDQW percentages
SHUFHQWDJHV revealed
UHYHDOHG thisWKLV )LJXUH'LIILFXOWLHV3DUW,,,
Figure 4. Difficulties -Part III.
GLIILFXOW\GHYHORSHUV
difficulty; developers (56%),  VWXGHQWV  ,QIDFHWRIDFH
students (58%). In face-to-face 
interactions,
LQWHUDFWLRQV aD significant
VLJQLILFDQW difference
GLIIHUHQFH appears
DSSHDUV between
EHWZHHQ the WKH Fig.
)LJ 5 shows
VKRZV the
WKH last
ODVW set
VHW of
RI difficulties.
GLIILFXOWLHV The
7KH general
JHQHUDO
groups,
JURXSV developers
GHYHORSHUV (38%),   students
VWXGHQWV (7 1 %). The
7KH last
ODVW anxiety about COVID- 1 9 pandemic was significantly present
DQ[LHW\DERXW&29,'SDQGHPLFZDVVLJQLILFDQWO\SUHVHQW
GLIILFXOWLHVLQYROYHLQWHUDFWLQJZLWKSHRSOHZKLFKPHDQWKDW
difficulties involve interacting with people, which mean that LQ both
in ERWK groups,
JURXSV developers
GHYHORSHUV (44%),
  students
VWXGHQWV (48%).
  In
,Q the
WKH
ERWK groups
both JURXSV are DUH worried
ZRUULHG aboutDERXW social
VRFLDO interaction,
LQWHUDFWLRQ especially
HVSHFLDOO\ case of anxiety to online mode (remote),
FDVHRIDQ[LHW\WRRQOLQHPRGH developers did not
UHPRWH GHYHORSHUVGLGQRW
VWXGHQWV
students. have such difficulty, while 65% of students did experience it.
KDYHVXFKGLIILFXOW\ZKLOHRIVWXGHQWVGLGH[SHULHQFHLW
Fig. 4 shows the third set of difficulties. Team interaction
)LJVKRZVWKHWKLUGVHWRIGLIILFXOWLHV7HDPLQWHUDFWLRQ About
$ERXW economic
HFRQRPLF concerns,
FRQFHUQV developers
GHYHORSHUV didGLG not
QRW present
SUHVHQW
presents a significant difference, developers (47%),
SUHVHQWVDVLJQLILFDQWGLIIHUHQFHGHYHORSHUV students
 VWXGHQWV VLJQLILFDQW preoccupations,
significant SUHRFFXSDWLRQV while
ZKLOH 48%
 ofRI students
VWXGHQWV felt
IHOW this
WKLV
 . Social
(75%) 6RFLDO experience
H[SHULHQFH is LV also
DOVR significantly
VLJQLILFDQWO\ lived,
OLYHG GLIILFXOW\
difficulty.

62
62
% Emotions
B. (PRWLRQV 7KHVWXGHQWVH[SHULHQFHGDPL[RIIHHOLQJVDQGHPRWLRQV
The students experienced a mix of feelings and emotions.
In this
,Q section we
WKLV VHFWLRQ present DQ
ZH SUHVHQW an DQDO\VLV
analysis RI
of the
WKH emotions
HPRWLRQV $V
As weZH can
FDQ VHH
see LQ 7DEOH ,
in Table I, 
85% RIof VWXGHQWV
students DFFHSWHG
accepted WKH
the
H[SHULHQFHGE\
experienced by VWXGHQWVDQGGHYHORSHUV
students and developers. 54 RQl LVis FRYHUHG
covered LQ
in situation of full online learning during the pandemic. But an
VLWXDWLRQRIIXOORQOLQHOHDUQLQJGXULQJWKHSDQGHPLF%XWDQ
WKLVVHFWLRQ
this section. LQWHUHVWLQJ
interesting WKLQJ
thing LV WKDW 
is that 77% KDG
had DSSUHKHQVLRQ
apprehension. A $ NLQGO\
kindly
We present
:H SUHVHQW the results LQ
WKH UHVXOWV in terms of the
WHUPV RI 6-point /LNHUW
WKH SRLQW Likert VLPLODU
similar VLWXDWLRQ
situation LV SUHVHQWHG between
is presented EHWZHHQ RSWLPLVP
optimism DQGand IHDU
fear,
scale : Very Low (VL),
VFDOH9HU\/RZ Below Average (BA),
9/ %HORZ$YHUDJH Not Sure (NS),
%$ 1RW6XUH 16   of VWXGHQWV
7 1 % RI students were optimistic, ZKLOH
ZHUH RSWLPLVWLF while  was DIUDLG
7 1 % ZDV afraid.
$YHUDJH (AV),
Average Above Average (AA),
$9 $ERYH$YHUDJH $$ DQG9HU\+LJK 9+ 
and Very High (VH). Also, there is an opposite situation between confused (65%)
$OVRWKHUHLVDQRSSRVLWHVLWXDWLRQEHWZHHQFRQIXVHG  
The
7KH last column (AV+)
ODVW FROXPQ is DERXW
$9  LV about the sum IURP
WKH VXP from AV to 9+
$9 WR VH, DQGKDSSLQHVV
and  
happiness (62%).
expressed LQ
H[SUHVVHG in D
a percentage of IUHTXHQFLHV
SHUFHQWDJH RI frequencies. Emotions are
(PRWLRQV DUH Boredom
%RUHGRP (48%), annoyance (46%),
  DQQR\DQFH   and anticipation
DQG DQWLFLSDWLRQ
RUGHUHG
ordered LQ in WHUPV
terms RI $9 IURP
of AV+ from KLJK
high WR
to ORZ
low YDOXHV
values. 7DEOH
Table ,
I (42%) were experienced in a moderate level. An interesting
 ZHUHH[SHULHQFHGLQDPRGHUDWHOHYHO$QLQWHUHVWLQJ
shows the frequencies for each emotion for students. Table II
VKRZVWKHIUHTXHQFLHVIRUHDFKHPRWLRQIRUVWXGHQWV7DEOH,, UHVXOWLVWKDWVRPHQHJDWLYHHPRWLRQVVXFKDVGLVJXVW
result is that some negative emotions such as disgust (38%),  
shows the frequencies for each emotion for developers. 
VKRZVWKHIUHTXHQFLHVIRUHDFKHPRWLRQIRUGHYHORSHUV sadness (38%)
VDGQHVV and anger (
 DQGDQJHU 37%)ZHUHQRWVLJQLILFDQWO\OLYHG
were not significantly lived
 in comparison with the emotions at the top of the table.
LQFRPSDULVRQZLWKWKHHPRWLRQVDWWKHWRSRIWKHWDEOH
,QWKHFDVHRIGHYHORSHUV
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Table II),LQWHUPVRI$9
in terms of AV+,
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the HPRWLRQV
emotions DUH
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at the top,
30 28 27 ZKLOH QHJDWLYH HPRWLRQV
while negative emotions DUH
are DW WKH ERWWRP
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positive

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25 emotions were lived in a high-level scale: Acceptance (9
HPRWLRQVZHUHOLYHGLQDKLJKOHYHOVFDOH$FFHSWDQFH 8%),

-� 20 KDSSLQHVV
happiness (96%),  trust
WUXVW (93%),
  RSWLPLVP
optimism (89%),  VHUHQLW\
serenity
� 15   LQWHUHVW
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interest (73%). 1H[W LQ WKH OLQH
in the line D
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four
g 10 negative HPRWLRQV
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negative
GENERAL ANXIETY TO ANXIETY ABOUT ONLINE ECONOMIC CONCERNS
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emotions wereZHUH OLYHG
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confusion (24%), nervousness (24%), 
sadness (22%),
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 DQQR\DQFH And finally, two negative
 $QGILQDOO\WZRQHJDWLYH
• DPR Very • DPR • DPR • DPR Above
emotions were lived in a very low level: Disgust (9%), anger
Below Average Average
Low Average
HPRWLRQVZHUHOLYHGLQDYHU\ORZOHYHO'LVJXVW  DQJHU
• DPR Very • STD Very High • STD Above Average • STD Average
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(9%).
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Figure 5. Difficulties -Part IV. 7$%/(,,
TABLE II. (027,2162)'(9(/23(56
EMOTIONS OF DEVELOPERS,
 EXPRESSED IN FREQUENCIES 
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EMOTIONS O F STUDENTS, EXPRES SED Acceptance
$FFHSWDQFH 0
 1
 0
 6
 19
 19
 98%

,1)5(48(1&,(6
IN FREQUENCIES. Happiness
+DSSLQHVVGoy)
MR\  0
 2
 0
 14
 8
 21

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VL %$
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Trust
7UXVW 0
 3
 0
 8
 18
 16

Acceptance
$FFHSWDQFH 
3 
4 1
 26
 13
 5
 85%
 93%

Apprehension
$SSUHKHQVLRQ Optimism
2SWLPLVP 0
 2
 3
 11
 11
 18

(worried)
ZRUULHG  3
 9
 0
 22
 12
 6
 77%
 89%

Serenity
6HUHQLW\ 0
 5
 1
 14
 10
 15

Optimism
2SWLPLVP 5
 8
 2
 19
 16
 2
 71%
 87%

Interest
,QWHUHVW 2
 10
 0
 10
 15
 8

Fear (anxious)
)HDU DQ[LRXV  
4 9
 2
 17
 14
 6
 71%
 73%

Anticipation
$QWLFLSDWLRQ 4
 6
 4
 15
 9
 7

Serenity
6HUHQLW\ 1
 13
 2
 22
 10
 4
 69%
 69%

Apprehension
$SSUHKHQVLRQ 16
 8
 2
 9
 7
 3

Trust
7UXVW 7
 9
 2
 22
 9
 
3 65%
 (worried)
ZRUULHG  42%

Surprise
6XUSULVH 16
 5
 6
 10
 5
 3

Confused
&RQIXVHG 5
 13
 1
 16
 13
 
4 63%
 (surprised)
VXUSULVHG 40%

Boredom
%RUHGRP 16
 6
 5
 10
 7
 1

Happiness Goy)
+DSSLQHVV MR\  6
 13
 1
 23
 7
 2
 62%
 40%

Surprise
6XUSULVH Fear
)HDU (anxious)
DQ[LRXV  20
 2
 6
 9
 7
 1

(surprised)
VXUSULVHG 5
 14
 1
 25
 4
 3
 62%
 38%

Confused
&RQIXVHG 17
 7
 10
 9
 2
 0

Nervousness
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 11
 4
 12
 10
 7
 56%
 24%

Nervousness
1HUYRXVQHVV 15
 7
 12
 8
 
3 0

Interest
,QWHUHVW 8
 13
 2
 23
 6
 0
 56%
 24%

Sadness
6DGQHVV 18
 5
 12
 9
 1
 0

Boredom
%RUHGRP 11
 11
 5
 11
 8
 6
 48%
 22%

Annoyance
$QQR\DQFH Annoyance
$QQR\DQFH 15
 8
 13
 5
 4
 0

(annoyed)
DQQR\HG  11
 12
 5
 12
 9
 3
 46%
 (annoyed)
DQQR\HG  20%

Disgust
'LVJXVW 21
 7
 13
 4
 0
 0

Anticipation
$QWLFLSDWLRQ 5
 22
 3
 18
 3
 1
 42%
 9%

Anger
$QJHU(angry)
DQJU\  21
 5
 15
 4
 0
 0

Disgust
'LVJXVW 5
 18
 9
 8
 6
 6
 38%
 9%


Sadness
6DGQHVV 12
 15
 5
 13
 4
 3
 38%
 
Next, we have a description comparing some emotions of
1H[WZHKDYHDGHVFULSWLRQFRPSDULQJVRPHHPRWLRQVRI
Anger (angry)
$QJHU DQJU\  13
 15
 5
 14
 3
 2
 37%
 VWXGHQWVDQGGHYHORSHUVLQWHUPVRISHUFHQWDJHV,QWKHFDVH
students and developers, in terms of percentages. In the case


63
of
RI acceptance,
DFFHSWDQFH 50%  of RI students
VWXGHQWV livedOLYHG this
WKLV emotion
HPRWLRQ in LQ an
DQ Soft Skills: MODERATE + HIGH levels of practice -Online learning
average
DYHUDJH level
OHYHO and
DQG 85% lived
OLYHG it
LW from
IURP average
DYHUDJH to WR very
YHU\ high
KLJK (students), Working from home (developers)

levels, while 1 3 % of developers lived it in an average level,

OHYHOVZKLOHRIGHYHORSHUVOLYHGLWLQDQDYHUDJHOHYHO 120%

and  lived

DQG 98% OLYHG itLW from
IURPaverage
DYHUDJH to WR very
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7KHUH is LVmore
PRUH � 1 00% 93% 96% 93%

II u II u il il II
9% 91% 89%
81%
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similarity in the levels reported for both groups, considering
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the
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NLQGRIUHVLJQDWLRQ WR stay
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DW � 60%
LL
home.
KRPH 40%
In
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WKH case
FDVH of RI optimism,
RSWLPLVP 37%  of RI students
VWXGHQWV lived
OLYHG thisWKLV 20%
emotion in an average level and 7 1 % lived it from average to
HPRWLRQLQDQDYHUDJHOHYHODQGOLYHGLWIURPDYHUDJHWR 0%
very
YHU\ high
KLJK levels,
OHYHOV while  of
ZKLOH 24% RI developers
GHYHORSHUV lived
OLYHG it LW in
LQ an
DQ �G:, �
�w. cill- �??"""' ,.<fl' !::Jbt � &::."�
average
DYHUDJH level,
OHYHO and
DQG 89% lived
OLYHG itLW from
IURP average
DYHUDJH to WR very
YHU\ high
KLJK .o c_,'\>� d�' ;::.,rJi
�, "6� c?�
,o

if"" <'"
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levels. There is a close similarity between both groups.
OHYHOV7KHUHLVDFORVHVLPLODULW\EHWZHHQERWKJURXSV op�
"'
,,. G�
-&"'?; r:,#
In the case of trust, 42% of students lived this emotion in
,QWKHFDVHRIWUXVWRIVWXGHQWVOLYHGWKLVHPRWLRQLQ • Students • Developers
'J!QQ,�b-
an average level and 65% lived it from average to very high
DQDYHUDJHOHYHODQGOLYHGLWIURPDYHUDJHWRYHU\KLJK 
levels, while 1 8% of developers lived it in an average level,
OHYHOVZKLOHRIGHYHORSHUVOLYHGLWLQDQDYHUDJHOHYHO Figure 6 . Skills practiced -first set.
)LJXUH6NLOOVSUDFWLFHGILUVWVHW
and 93% lived it from average to very high levels. It is very
DQGOLYHGLWIURPDYHUDJHWRYHU\KLJKOHYHOV,WLVYHU\ 
significant the level of trust in developers.
VLJQLILFDQWWKHOHYHORIWUXVWLQGHYHORSHUV Fig. 7 shows the second set of soft skills. Being a good
)LJVKRZVWKHVHFRQGVHWRIVRIWVNLOOV%HLQJDJRRG
In
,Qthe
WKH case
FDVHofRIhappiness,  of
KDSSLQHVV 44% RI students
VWXGHQWVlived
OLYHG itLW in
LQan
DQ team
WHDP player
SOD\HU isLV an
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LPSRUWDQW skill
VNLOO in
LQ software
VRIWZDUH development.
GHYHORSPHQW
average
DYHUDJH level
OHYHO and
DQG 62%  lived
OLYHG it
LW from
IURP average
DYHUDJH to WR very
YHU\ high
KLJK In this case, there is a 1 6 points difference between students
,QWKLVFDVHWKHUHLVDSRLQWVGLIIHUHQFHEHWZHHQVWXGHQWV
levels, while 3 1 % of developers lived it in an average level,
OHYHOVZKLOHRIGHYHORSHUVOLYHGLWLQDQDYHUDJHOHYHO   and
(73%) DQG developers   The
GHYHORSHUV (89%). 7KH difference
GLIIHUHQFH isLV not
QRW so
VR big,
ELJ
and 96% lived it from average to very high levels. It is very
DQGOLYHGLWIURPDYHUDJHWRYHU\KLJKOHYHOV,WLVYHU\ but
EXW it
LW is
LV aD warning
ZDUQLQJ toWR consider.
FRQVLGHU The
7KH "high
³KLJK end-user
HQGXVHU focus"
IRFXV´
significant the level of happiness in developers.
VLJQLILFDQWWKHOHYHORIKDSSLQHVVLQGHYHORSHUV skill
VNLOO had
KDG goodJRRG levels
OHYHOV of
RI practice,
SUDFWLFH students   and
VWXGHQWV (83%) DQG
In the case of negative emotions, in both groups, sadness,
,QWKHFDVHRIQHJDWLYHHPRWLRQVLQERWKJURXSVVDGQHVV developers
GHYHORSHUV (93%).  Pair
3DLU support
VXSSRUW isLV also
DOVR important,
LPSRUWDQW having
KDYLQJ
annoyance
DQQR\DQFH (annoyed), disgust and anger (angry)
DQQR\HG GLVJXVWDQGDQJHU were at the
DQJU\ ZHUHDWWKH good
JRRG levels,
OHYHOV students   and
VWXGHQWV (77%) DQG developers   Hubris
GHYHORSHUV (82%). +XEULV
bottom
ERWWRP part. SDUW There
7KHUH are DUH significant
VLJQLILFDQW variations
YDULDWLRQV in LQ some
VRPH and
DQG impatience
LPSDWLHQFH have KDYH close
FORVH results
UHVXOWV for IRU students
VWXGHQWV and DQG
negative emotions, such as fear, where 33% of students lived
QHJDWLYHHPRWLRQVVXFKDVIHDUZKHUHRIVWXGHQWVOLYHG developers.
GHYHORSHUV An $Q interesting
LQWHUHVWLQJ finding
ILQGLQJ isLV that
WKDW laziness
OD]LQHVV isLV more
PRUH
this
WKLV emotion
HPRWLRQ in LQ an DQ average
DYHUDJH level
OHYHO and 1 % lived
DQG 7 OLYHG itLW from
IURP experienced by students (83%)
H[SHULHQFHGE\VWXGHQWV than by developers (7
 WKDQE\GHYHORSHUV 1 %).
average to very high levels, while 20% of developers lived it
DYHUDJHWRYHU\KLJKOHYHOVZKLOHRIGHYHORSHUVOLYHGLW 
in
LQ an
DQaverage
DYHUDJH level,
OHYHO and 8% lived
DQG 3 OLYHG it LW from
IURPaverage
DYHUDJHto WR very
YHU\
Soft Skills: MODERATE + HIGH levels of practice -Online learning
high
KLJK levels.
OHYHOV As$V we ZH see,
VHH very
YHU\ significant
VLJQLILFDQW percentage
SHUFHQWDJH of RI (students), Working from home (developers)
students
VWXGHQWV livedOLYHG thisWKLV emotion,
HPRWLRQ compared
FRPSDUHG with ZLWK aD lowerORZHU 100% 93%
percentage of developers.
SHUFHQWDJHRIGHYHORSHUV 90o/c
89%
83% 83% 82%
�

I II II I I
-� 80o/c 73%
69%
78%
71%
17%

& Soft
C. 6RIWVNLOOV
skills 70%
� 60o/c
We present the results comparing the responses of both
:HSUHVHQWWKHUHVXOWVFRPSDULQJWKHUHVSRQVHVRIERWK lL 50%

students
VWXGHQWV andDQG developers
GHYHORSHUV for IRU each
HDFK skill,
VNLOO considering
FRQVLGHULQJ the WKH 40o/c
30%
percentages
SHUFHQWDJHV fromIURP theWKH sum
VXP of RI moderate
PRGHUDWH and DQG high
KLJK levels
OHYHOV ofRI 20o/c

practice. RQ2 is covered in this section.

SUDFWLFH54LVFRYHUHGLQWKLVVHFWLRQ 10°/t

Fig.
)LJ 6 shows
VKRZV the WKH results
UHVXOWV for IRU the
WKH first
ILUVW set
VHW ofRI skills.
VNLOOV 0%
Good team High end- Hubris Impatience Laziness Pair support
Adaptability,
$GDSWDELOLW\ whichZKLFK is LV aD very
YHU\ important
LPSRUWDQW soft VRIW skill,
VNLOO got
JRW aD player user focus

significant
VLJQLILFDQW percentage
SHUFHQWDJH of RI frequency
IUHTXHQF\ : students
VWXGHQWV (85%),   • Students • Developers

developers
GHYHORSHUV (89%).  As $V we ZH canFDQ see,
VHH they
WKH\ areDUH very
YHU\ close
FORVH 
values. Attention to details is also an important skill, and in
YDOXHV$WWHQWLRQWRGHWDLOVLVDOVRDQLPSRUWDQWVNLOODQGLQ Figure 7. Skills practiced -second set.
)LJXUH6NLOOVSUDFWLFHGVHFRQGVHW
this
WKLV case,
FDVH it LW has
KDV significant
VLJQLILFDQW levels:OHYHOV students
VWXGHQWV (8 1 %), 
developers   There
GHYHORSHUV (93%). 7KHUH is LV aD kind
NLQG ofRI similar
VLPLODU situation
VLWXDWLRQ forIRU Fig. 8 shows the third set of soft skills. Most of the skills
)LJVKRZVWKHWKLUGVHWRIVRIWVNLOOV0RVWRIWKHVNLOOV
clear
FOHDU thinking:
WKLQNLQJ students   developers
VWXGHQWV (77%), GHYHORSHUV (9 1 %) . Also,
$OVR have
KDYH close
FORVH values
YDOXHV for
IRU students
VWXGHQWV and
DQG developers:
GHYHORSHUV Quick
4XLFN
confidence
FRQILGHQFH shows VKRZV similar
VLPLODU situation:
VLWXDWLRQ students
VWXGHQWV (7 1 %), learning,
OHDUQLQJ students 1 %), developers
VWXGHQWV (8   quick
GHYHORSHUV (93%); TXLFNlearning
OHDUQLQJ
developers
GHYHORSHUV(87%).  outside
RXWVLGH programming,
SURJUDPPLQJ students   developers
VWXGHQWV (85%), GHYHORSHUV (91 %);
In
,Qthe
WKH case
FDVH ofRI curiosity
FXULRVLW\ and DQG good
JRRG communication,
FRPPXQLFDWLRQ both ERWK reading
UHDGLQJ and DQG comprehension,
FRPSUHKHQVLRQ students 1 %), developers
VWXGHQWV (8 GHYHORSHUV
present
SUHVHQW aD little
OLWWOH difference
GLIIHUHQFH between
EHWZHHQ values.
YDOXHV Curiosity,
&XULRVLW\ 27  1 %) ; self-learning,
(9 VHOIOHDUQLQJ students   developers
VWXGHQWV (85%), GHYHORSHUV (89%).
 
points,
SRLQWV students
VWXGHQWV (69%)   and DQG developers
GHYHORSHUV (96%);   good JRRG However, in the case of supreme analysis and task and time
+RZHYHULQWKHFDVHRIVXSUHPHDQDO\VLVDQGWDVNDQGWLPH
communication,
FRPPXQLFDWLRQ 20 points,
SRLQWV students   and
VWXGHQWV (73%) DQG developers
GHYHORSHUV management, significant differences are presented: Supreme
PDQDJHPHQWVLJQLILFDQWGLIIHUHQFHVDUHSUHVHQWHG6XSUHPH
  Communication
(93%). &RPPXQLFDWLRQ is LV an
DQ important
LPSRUWDQW skill
VNLOO for
IRU teamwork
WHDPZRUN analysis
DQDO\VLV 1 9 points,
SRLQWV students   developers
VWXGHQWV (79%),   task
GHYHORSHUV (98%); WDVN
and
DQG toWR remain
UHPDLQ in LQ touch
WRXFK withZLWK team
WHDP leaders
OHDGHUV and DQG project
SURMHFW and time management 24 points, students (65%),
DQGWLPHPDQDJHPHQWSRLQWVVWXGHQWV developers
 GHYHORSHUV
managers,
PDQDJHUV so VR later
ODWHU we
ZH are
DUH going
JRLQJ to WR discuss
GLVFXVV howKRZ it LW could
FRXOG  
(89%).
affect the performance of a team, or in the case of students,
DIIHFWWKHSHUIRUPDQFHRIDWHDPRULQWKHFDVHRIVWXGHQWV 
their performance in academic tasks.
WKHLUSHUIRUPDQFHLQDFDGHPLFWDVNV


64
64
 Soft Sk1lls: MODERATE + HIGH levels of pract1ce -Online learning (sludenls),
DVVHVVPHQW of
assessment RI specific
VSHFLILF soft
VRIW skills
VNLOOV in
LQ aD 4-point
SRLQW Likert
/LNHUW scale,
VFDOH
Working from home (developers) expressing
H[SUHVVLQJ how
KRZ human
KXPDQ aspects
DVSHFWV areDUH involved
LQYROYHG directly
GLUHFWO\ in
LQ
120%

98%
software development activities.
VRIWZDUHGHYHORSPHQWDFWLYLWLHV
� 100% 93%

I II II II I 11
81%
·g
80% 9,, C
VII. &ONCLUSIONS AND FUTURE WORK 
21&/86,216$1')8785(:25.
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! 60% exploratory study has been presented, comparing the
$QH[SORUDWRU\VWXG\KDVEHHQSUHVHQWHGFRPSDULQJWKH
An

40%
emotions
HPRWLRQV experienced
H[SHULHQFHG and DQG theWKH soft
VRIW skills
VNLOOV practiced
SUDFWLFHG by E\
GHYHORSHUVDQGVWXGHQWVGXULQJSDQGHPLF
developers and students during pandemic.
20%
The
7KH results
UHVXOWV shown
VKRZQ thatWKDW aD significant
VLJQLILFDQW percentage
SHUFHQWDJH of RI
0% developers experienced positive emotions in high levels, and
GHYHORSHUVH[SHULHQFHGSRVLWLYHHPRWLRQVLQKLJKOHYHOVDQG
Quick learning Quick learning Reading & Self learning Supreme Task & time
outside prog comprehension analysis management QRWKDYLQJQHJDWLYHHPRWLRQVLQVLJQLILFDQWOHYHOV+RZHYHU
not having negative emotions in significant levels. However,
• Students • Developers WKHUH is
there LV aD part
SDUW of
RI respondents
UHVSRQGHQWV that WKDW experienced
H[SHULHQFHG negativeQHJDWLYH
 HPRWLRQV,QWKHFDVHRIVRIWZDUHGHYHORSHUV¶VNLOOVDWWULEXWHV
emotions. In the case of software developers' skills/attributes
)LJXUH6NLOOVSUDFWLFHGWKLUGVHW
Figure 8. Skills practiced -third set. practiced,
SUDFWLFHG in LQ general
JHQHUDO terms,
WHUPV the WKH results
UHVXOWV allowed
DOORZHG us XV toWR
FRQFOXGH that
conclude WKDW most
PRVW of
RI the
WKH skills
VNLOOV proposed
SURSRVHG in LQ [> @ are
1 , 50] DUH
VI.
9, D
'ISCUSSION
,6&866,21 HYLGHQFHG as
evidenced DV practiced
SUDFWLFHG inLQ the
WKH working
ZRUNLQJ fromIURP home
KRPH mode PRGH
In the case of emotions, developers (see
,QWKHFDVHRIHPRWLRQVGHYHORSHUV in Table II) VKRZ
VHHLQ7DEOH,, show during the elapsed period of pandemic.
GXULQJWKHHODSVHGSHULRGRISDQGHPLF
KLJKOHYHOVLQDILUVWVHWRIHPRWLRQVDFFHSWDQFHKDSSLQHVV
high levels in a first set of emotions: acceptance, happiness, In the case of students, the emotions were experienced in
,QWKHFDVHRIVWXGHQWVWKHHPRWLRQVZHUHH[SHULHQFHGLQ
WUXVW optimism,
trust, RSWLPLVP serenity,
VHUHQLW\ interest.
LQWHUHVW Significant
6LJQLILFDQW levels
OHYHOV were
ZHUH aDNLQGRIPL[LQDFRQVLGHUDEOHOHYHO$ILUVWVHWRIHPRWLRQV
kind of mix, in a considerable level. A first set of emotions
were
ZHUH experienced
H[SHULHQFHG in LQ the
WKH following
IROORZLQJ order:
RUGHU acceptance,
DFFHSWDQFH
H[SUHVVHG for
expressed IRU aD set
VHW of
RI negative
QHJDWLYH emotions,
HPRWLRQV located
ORFDWHG atDW the
WKH
apprehension,
DSSUHKHQVLRQ optimism,RSWLPLVP fear,IHDU serenity,
VHUHQLW\ trust,
WUXVW confused,
FRQIXVHG
middle
PLGGOH of RI the
WKH table:
WDEOH anticipation,
DQWLFLSDWLRQ apprehension,
DSSUHKHQVLRQ surprise,
VXUSULVH
KDSSLQHVV surprise,
happiness, VXUSULVH nervousness.
QHUYRXVQHVV On 2Q the
WKH other
RWKHU hand,
KDQG most
PRVW
boredom,
ERUHGRP fear. IHDU The7KH rest
UHVW of RI negative
QHJDWLYH emotions
HPRWLRQV were ZHUH
soft
VRIW skills
VNLOOV were
ZHUH practiced
SUDFWLFHG in LQ an
DQ acceptable
DFFHSWDEOH level;
OHYHO however,
KRZHYHU
experienced in low levels. The students experienced a kind
H[SHULHQFHGLQORZOHYHOV7KHVWXGHQWVH[SHULHQFHGDNLQG some
VRPH skills
VNLOOV should
VKRXOGbeEHbetter
EHWWHUpracticed,
SUDFWLFHG such
VXFK asDV task
WDVN & time
WLPH
RI mix
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Conference on Quality Software, December 1 0 - 1 1 , 200 1 , Hong Kong,
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Software Engineering https ://doi.org/1 0 . 1 080/1 359432X.201 8. 1487402
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Conference, May 23-25, 2007, Minneapolis, MN., pp. 1 88-198.
&RQIHUHQFH0D\0LQQHDSROLV01SS >@
[24] $QJXV5HLG,QVWLWXWH
Angus Reid Institute (ARI), $5, ³:RUU\JUDWLWXGH
"Worry, gratitude &ERUHGRP$VFRYLG
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>@ D. Smite, C. Wohlin, T. Gorschek and R. Feldt, "Empirical evidence
[7] 'âPLWH&:RKOLQ7*RUVFKHNDQG5)HOGW(PSLULFDOHYLGHQFH DIIHFWVPHQWDOILQDQFLDOKHDOWKZKRIDUHVEHWWHUZKRLVZRUVH"´
19 affects mental, financial health, who fares better; who is worse?"
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engineering: D a V\VWHPDWLF UHYLHZ Empirical
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Software Engineering, vol. 1 5 , no. I, 2010, pp. 91-1 1 8.
6RIWZDUH(QJLQHHULQJYROQRSS http://angusreid.org/ covidl9-rnental-health/
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[8] $ 'HVKSDQGH +
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>@ A. N. Meyer, E. T. Barr, C. Bird and T. Zimmermann, "Today Was a /HDUQLQJ
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2020, pp. 5 1 -54, doi: 1 0. 1 1 09/econf5 1 404.2020.9385 5 1 8 .
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from : https ://insights .stackoverflow. corn/survev/20 19. [28] P
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2021, pp. 1-7, doi: 1 0 . 1 1 09/FIE49875.2021 . 9637298.
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[Online: 6HS Sep 
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consulted RQ on: -XQH
June 
0 1 , 
2021; (QJDJHPHQWDQG0HQWDO+HDOWKRI&ROOHJH6WXGHQWV'XULQJ&29,'
Engagement and Mental Health of College Students During COVID-
IURP
from: KWWSVEORJVRIWZDUHPLOOFRPZKDWLVLWOLNHWRZRUN
https ://blog. softwarernill.corn/what-is-it-like-to-work­ 
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Technology (WI-IAT), SS
2020, pp.
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[14] ³&DQD6RIWZDUH'HYHORSHU:RUNIURP+RPH"´>2QOLQH@FRQVXOWHG
"Can a Software Developer Work from Horne?'' [Online], consulted
RQ -XQH 
on: June 0 1 , 
2021; IURP
from: KWWSVZZZHFSLHGXEORJFDQDVRIWZDUH
https ://www. ecpi. edu/blog/can-a-software­ >@
[30] . 0DKHVZDUL '
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L. Al-Tarawneh, M. Al-Nasa'h and F. A. Awwad, "The Effect of the
http://www3 . weforurn.org/docs/WEF_Future_of_Jobs.pdf.
KWWSZZZZHIRUXPRUJGRFV:()B)XWXUHBRIB-REVSGI &29,'3DQGHPLFDPRQJ8QGHUJUDGXDWH(QJLQHHULQJ6WXGHQWVLQ
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