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Static analysis tools are frequently used to scan the source code and detectdeviations from the project coding guidelines. Given their importance, lintersare often introduced to classrooms to educate students on how to detect andpotentially avoid these code anti-patterns. However, little is known abouttheir effectiveness in raising students awareness, given that these linterstend to generate a large number of false positives. To increase the awarenessof potential coding issues that violate coding standards, in this paper, we aimto reflect on our experience with teaching the use of static analysis for thepurpose of evaluating its effectiveness in helping students with respect toimproving software quality. This paper discusses the results of an experimentin the classroom over a period of 3 academic semesters, involving 65submissions that carried out code review activity of 690 rules using PMD. Theresults of the quantitative and qualitative analysis shows that the presence ofa set of PMD quality issues influence the acceptance or rejection of theissues, design, and best practices-related categories that take a longer timeto be resolved, and students acknowledge the potential of using static analysistools during code review. Through this experiment, code review can turn into avital part of the educational computing plan. We envision our findings enablingeducators to support students with code review strategies to raise studentsawareness about static analysis tools and scaffolding their coding skills.

On the Use of Static Analysis to Engage Students with Software Quality Improvement: An Experience with PMD