Li-Fen Huang
Department of Tourism Providence University
Ruey-Yun Horng
Yung-Chang Huang
Department of Industrial Engineering and Management
National Chiao Tung University
In Experiment 1, 79 college students were randomly assigned to one of three system-testing instructional models (positive test, positive + negative test and control) to work on 5 system-testing tasks. With 3 practice items, students in the positive test, positive + negative test conditions received instructions and practiced on the system-testing model assigned to them before they worked on the remaining 2 system-testing tasks. Students in the control group practiced on the same 3 practice items without any specific instructions. Results showed that students who received positive + negative test model formulated more correct testing rules, and were able to apply testing instances inconsistent with system’s rules. However, the positive + negative test model also required more time to formulate the test plan and produced more errors during negative test. In contrast, subjects who received only the positive test model performed in a manner similar to the control group. Experiment 2 replicated the findings of Experiment 1 with different system-testing tasks and modified experimental procedures. Results of the present study showed that positive + negative test model could be employed to enhance the use of falsifying instances in system testing.
Keywords: system testing, instructional model, falsification, confirmation, positive test, negative test.