Perceptions of Undesirable Software Development Tasks among Computer Science Students

Abstract

Software development projects inevitably involve a mix of technical and non-technical tasks, not all of which are equally appealing to those who perform them. While prior research has extensively examined how professional software developers perceive and manage undesirable tasks, the academic context, particularly students’ experiences, remains largely underexplored. This proposed presentation addresses this gap by reporting preliminary findings from an exploratory study conducted at Østfold University College, focusing on how students perceive undesirable software development tasks, the factors contributing to such perceptions, the emotional impact of performing these tasks, and the strategies students employ to cope with them. Understanding these dimensions is significant, as negative experiences with certain tasks may affect students’ motivation, well-being, and learning outcomes, ultimately influencing their preparedness for professional practice.The study adopted a survey-based research approach to gather empirical data from students enrolled in IT-related programs, including computer science and software engineering. A total of 30 participants with prior experience in academic software development projects completed an online questionnaire. The survey design followed empirically validated guidelines to ensure clarity and reliability and consisted of both closed-ended Likert-scale questions and optional open-ended questions. The questionnaire examined four main areas: perceived task undesirability, factors contributing to task undesirability, emotional and psychological impact, and coping strategies. Quantitative data were analyzed using descriptive statistics, while open-ended responses were examined using thematic analysis to capture additional contextual insights.The results indicate that students perceive several common software development activities as undesirable, most notably back-end related tasks, bug fixing, and writing documentation. These tasks were also reported as being frequently encountered, suggesting a persistent source of frustration in academic projects. In contrast, collaborative activities such as working with others or attending meetings were generally perceived as less undesirable, highlighting a divergence from findings reported in professional contexts. Performing undesirable tasks was associated with negative emotional responses, including reduced motivation, frustration, boredom, and, in some cases, procrastination. Although extreme outcomes such as intentions to leave a course or group were relatively rare, the prevalence of demotivation underscores the potential long-term impact on student engagement.Several factors were found to intensify task undesirability, including unrealistic deadlines, insufficient communication regarding the importance or future relevance of tasks, and concerns about personal well-being. To cope with undesirable tasks, students most commonly relied on a “Just Do It” approach, alongside collaborative strategies such as working in pairs, seeking help, and maintaining communication within the group. In particular, collaboration-based strategies were perceived as particularly effective.Overall, the findings suggest that undesirable tasks are an integral part of students’ academic software development experience and have meaningful emotional and motivational consequences. The presentation argues that these insights offer opportunities for educators to design curricula and learning environments that better address human dispositions, mitigate negative impacts, and potentially make undesirable tasks more meaningful and engaging for students. The study highlights the potential of AI tools to support and mitigate undesirable software development tasks.