Using LLMs in Software Requirements Specifications: An Empirical Evaluation

The creation of a Software Requirements Specification (SRS) document is important for any software development project. Given the recent prowess of Large Language Models (LLMs) in answering natural language queries and generating sophisticated textual outputs, our study explores their capability to produce accurate, coherent, and structured drafts of these documents to accelerate the software development lifecycle. We assess the performance of GPT-4 and CodeLlama in drafting an SRS for a university club management system and compare it against human benchmarks using eight distinct criteria. Our results suggest that LLMs can match the output quality of an entry-level software engineer to generate an SRS, delivering complete and consistent drafts. We also evaluate the capabilities of LLMs to identify and rectify problems in a given requirements document. Our experiments indicate that GPT-4 is capable of identifying issues and giving constructive feedback for rectifying them, while CodeLlama's results for validation were not as encouraging. We repeated the generation exercise for four distinct use cases to study the time saved by employing LLMs for SRS generation. The experiment demonstrates that LLMs may facilitate a significant reduction in development time for entry-level software engineers. Hence, we conclude that the LLMs can be gainfully used by software engineers to increase productivity by saving time and effort in generating, validating and rectifying software requirements.

Unit Test Generation using Generative AI : A Comparative Performance Analysis of Autogeneration Tools

Generating unit tests is a crucial task in software development, demanding substantial time and effort from programmers. The advent of Large Language Models (LLMs) introduces a novel avenue for unit test script generation. This research aims to experimentally investigate the effectiveness of LLMs, specifically exemplified by ChatGPT, for generating unit test scripts for Python programs, and how the generated test cases compare with those generated by an existing unit test generator (Pynguin). For experiments, we consider three types of code units: 1) Procedural scripts, 2) Function-based modular code, and 3) Class-based code. The generated test cases are evaluated based on criteria such as coverage, correctness, and readability. Our results show that ChatGPT's performance is comparable with Pynguin in terms of coverage. At the same time, ChatGPT's ability to generate tests is superior to Pynguin, as the latter is not able to generate test cases for Category 1. We also find that about 39% and 28% of assertions generated by ChatGPT for Category 2 and 3, respectively, were incorrect. Our results also show that there is minimal overlap in missed statements between ChatGPT and Pynguin, thus, suggesting that a combination of both tools may enhance unit test generation performance. Finally, prompt engineering improved ChatGPT's performance, achieving an average 28% coverage improvement in Category 2 and 15% improvement in Category 3 after about 4 iterations.

Can ChatGPT Play the Role of a Teaching Assistant in an Introductory Programming Course?

The emergence of Large language models (LLMs) is expected to have a major impact on education. This paper explores the potential of using ChatGPT, an LLM, as a virtual Teaching Assistant (TA) in an Introductory Programming Course. We evaluate ChatGPT's capabilities by comparing its performance with that of human TAs in some TA functions. The TA functions which we focus on include (1) solving programming assignments, (2) grading student code submissions, and (3) providing feedback to undergraduate students in an introductory programming course. Firstly, we investigate how closely ChatGPT's solutions align with those submitted by students. This analysis goes beyond code correctness and also considers code quality. Secondly, we assess ChatGPT's proficiency in grading student code submissions using a given grading rubric and compare its performance with the grades assigned by human TAs. Thirdly, we analyze the quality and relevance of the feedback provided by ChatGPT. This evaluation considers how well ChatGPT addresses mistakes and offers suggestions for improvement in student solutions from both code correctness and code quality perspectives. We conclude with a discussion on the implications of integrating ChatGPT into computing education for automated grading, personalized learning experiences, and instructional support.