1. Learning Styles and Exploratory Testing Andy Tinkham Florida Institute of Technology atinkham@fit.edu

2. Topics of Discussion Exploratory testing Exploratory testing Learning Styles Learning Styles

3. Why Should You Care? Learning styles theory may predict the kinds of testing techniques you might prefer Learning styles theory may predict the kinds of testing techniques you might prefer Being aware of style preferences presents new opportunities Being aware of style preferences presents new opportunities Other techniques you might also prefer Other techniques you might also prefer Reminders of techniques you may not normally prefer (or think of) Reminders of techniques you may not normally prefer (or think of)

4. Exploratory Testing Simultaneous learning, planning and execution Simultaneous learning, planning and execution Performed by nearly all testers at least part of the time during their jobs Performed by nearly all testers at least part of the time during their jobs Defect analysis Defect analysis Odd occurrence investigation Odd occurrence investigation Asking questions of application Asking questions of application

5. Approaches to Exploration Tester generally has an overall purpose (charter) in mind though the general approach may differ from tester to tester Tester generally has an overall purpose (charter) in mind though the general approach may differ from tester to tester Many different approaches for creating & using exploratory tests Many different approaches for creating & using exploratory tests Not mutually exclusive Not mutually exclusive Individual testers adopt a subset of these strategies Individual testers adopt a subset of these strategies

6. Accomplishing Charter Many different ways to accomplish exploratory charter Many different ways to accomplish exploratory charter Choice varies by tester based on Choice varies by tester based on Past experience Past experience Specific skills Specific skills Detailed knowledge Detailed knowledge Personality aspects Personality aspects Learning style Learning style

7. Learning Styles “Characteristic strengths and preferences in the ways [people] take in and process information” (Richard Felder, “Matters of Style”) “Characteristic strengths and preferences in the ways [people] take in and process information” (Richard Felder, “Matters of Style”) May change slowly over time or vary over differing subject areas May change slowly over time or vary over differing subject areas

8. Learning Styles Cautions Learning styles are only preferences Learning styles are only preferences People can express tendencies from both sides of a continuum People can express tendencies from both sides of a continuum Each type has strengths and weaknesses Each type has strengths and weaknesses Descriptive, not normative Descriptive, not normative No “best pattern” of results No “best pattern” of results No inherent superiority of any placement No inherent superiority of any placement

9. Felder-Silverman Learning Styles Model 5 continua 5 continua Sensory/Intuitive Sensory/Intuitive Visual/Verbal Visual/Verbal Inductive/Deductive Inductive/Deductive Active/Reflective Active/Reflective Sequential/Global Sequential/Global Where do you fall?

10. Sensory People Rely on info perceived through external senses Rely on info perceived through external senses Generally attentive to details Generally attentive to details Usually observant Usually observant Favor facts and observable phenomena Favor facts and observable phenomena Patient with detail Patient with detail Prefer problems with well-defined standard solutions Prefer problems with well-defined standard solutions Dislike surprises and complications that make them deviate from the solutions Dislike surprises and complications that make them deviate from the solutions

11. Intuitive People Rely on internal information (memory, conjecture, interpretation) Rely on internal information (memory, conjecture, interpretation) May be bored by details May be bored by details Easily handle abstraction Easily handle abstraction Good at grasping new concepts Good at grasping new concepts Often imaginative and insightful Often imaginative and insightful

12. Visual People Retain more information they get from visual images Retain more information they get from visual images Pictures Pictures Movies Movies Diagrams Diagrams Demonstrations Demonstrations May have problems remembering information they simply hear May have problems remembering information they simply hear Majority of people (at least in Western cultures) Majority of people (at least in Western cultures)

13. Verbal People Retain more information they hear and read Retain more information they hear and read Lectures Lectures Written words Written words Mathematical formulas Mathematical formulas Think in words more than pictures Think in words more than pictures

14. Inductive People Prefer to start with specifics and derive the generalities Prefer to start with specifics and derive the generalities Like to be given a set of facts, observations, or an example & tease out the fundamental principles Like to be given a set of facts, observations, or an example & tease out the fundamental principles “The natural human learning style” (Felder & Silverman) “The natural human learning style” (Felder & Silverman) Often need to see the motivation for learning something Often need to see the motivation for learning something

15. Deductive People Start with generalities and apply to specific situations Start with generalities and apply to specific situations Learn basic principles & determine how to apply them Learn basic principles & determine how to apply them “The natural human teaching style” “The natural human teaching style”

16. Active People Need to do something with information as soon as they get it Need to do something with information as soon as they get it Might discuss information with others or experiment with the information Might discuss information with others or experiment with the information Tend to like to work in groups Tend to like to work in groups Like to find solutions that work Like to find solutions that work In general are the people who design and carry out the experiments In general are the people who design and carry out the experiments

17. Reflective People Think about information before they use it Think about information before they use it Prefer to work alone or with at most one other person whom they trust Prefer to work alone or with at most one other person whom they trust Need time to mentally manipulate the information to see what they can get from it Need time to mentally manipulate the information to see what they can get from it Define the problems that need to be solved Define the problems that need to be solved

18. Sequential People Learn material in a logically ordered progression Learn material in a logically ordered progression Incrementally build on the knowledge they have already learned Incrementally build on the knowledge they have already learned Strong in convergent thinking and analysis Strong in convergent thinking and analysis Solve problems in ways that make sense to other people Solve problems in ways that make sense to other people

19. Global People Tend to see the big picture Tend to see the big picture Spend a period of time not understanding until something clicks Spend a period of time not understanding until something clicks Tend to be more apt to see connections (often to completely different disciplines) Tend to be more apt to see connections (often to completely different disciplines) May seem to leap directly to solutions (skipping intermediate steps) May seem to leap directly to solutions (skipping intermediate steps) May need to fully understand something before working with it May need to fully understand something before working with it

20. Theoretical Predictions A large component of exploratory testing is learning A large component of exploratory testing is learning Learning styles may affect how people perform testing activities Learning styles may affect how people perform testing activities The following slides are some theoretical predictions of ways that styles might correlate with testing The following slides are some theoretical predictions of ways that styles might correlate with testing We’ll be investigating these more We’ll be investigating these more

21. Sensory Testers Might focus on actual observations of software Might focus on actual observations of software Solutions that have worked in the past for specific bugs Solutions that have worked in the past for specific bugs More likely to begin testing prior to creating models More likely to begin testing prior to creating models More apt to consult specifications More apt to consult specifications Learning based on experimenting on the product Learning based on experimenting on the product Doing research to predict the behavior Doing research to predict the behavior

22. Intuitive Testers Focus on internal models of the software being tested Focus on internal models of the software being tested Risk-based approach to testing, trying to think of ways the program can fail Risk-based approach to testing, trying to think of ways the program can fail Like it when mental models are proven to be incorrect Like it when mental models are proven to be incorrect

23. Visual Testers Tend to work off an internal picture- based model Tend to work off an internal picture- based model Tend to use visual portrayals of the steps for their tests Tend to use visual portrayals of the steps for their tests Take notes while they explore by making diagrams and pictures Take notes while they explore by making diagrams and pictures

24. Verbal Testers Tend to use textual-based models Tend to use textual-based models Take verbal notes while they explore Take verbal notes while they explore More apt to choose the detailed specs to work from than models More apt to choose the detailed specs to work from than models

25. Inductive Testers Gather as many specifics as possible and generalize to the application Gather as many specifics as possible and generalize to the application Techniques Techniques Potential defects Potential defects Changes made to the application Changes made to the application Application history Application history Defect reports Defect reports Tech support database Tech support database Published documents on the application or similar products Published documents on the application or similar products

26. Deductive Testers Keep a collection of general principles and heuristics and then find ways to apply them Keep a collection of general principles and heuristics and then find ways to apply them Many traditional testing techniques are deductive – testers learn a skill and figure out how to apply it in their current situation Many traditional testing techniques are deductive – testers learn a skill and figure out how to apply it in their current situation

27. Active Testers Do very hands-on testing Do very hands-on testing Perform test cases rapidly Perform test cases rapidly View each test case as an experiment View each test case as an experiment Bounce ideas and results off other members of the group to solicit feedback Bounce ideas and results off other members of the group to solicit feedback

28. Reflective Testers Perform far fewer tests Perform far fewer tests Tend to do tests that are more likely to find bugs Tend to do tests that are more likely to find bugs Prefer to work alone & thus may seem anti-social Prefer to work alone & thus may seem anti-social Tend to develop more complex tests and scenarios Tend to develop more complex tests and scenarios

29. Sequential Testers Seem to get off to a faster start Seem to get off to a faster start Build test plans as they go Build test plans as they go Work with however much information they have Work with however much information they have Able to explain tests clearly to people after they have performed them Able to explain tests clearly to people after they have performed them Will have tests grow in complexity over time as they gain deeper understanding of system Will have tests grow in complexity over time as they gain deeper understanding of system

30. Global Testers Get off to a slower start Get off to a slower start May have problems understanding the point of the application May have problems understanding the point of the application Able to create detailed, complex scenarios that draw on connections others might not see (once they get the critical piece of information) Able to create detailed, complex scenarios that draw on connections others might not see (once they get the critical piece of information)

31. Key Points Knowing where you fall on the continua can help you understand yourself better Knowing where you fall on the continua can help you understand yourself better Your preferences can help you find new techniques that fit your style Your preferences can help you find new techniques that fit your style Don’t be blind to things outside your preferences Don’t be blind to things outside your preferences

32. Your Turn Questions? Questions? Feedback? Feedback?