一句话:提出 Skill Space,用 Doc2Vec 将 API、开发者与项目嵌入同一空间,以表示开源开发者专长。
论文关注开源生态中开发者专长难以跨项目表示的问题。作者提出并构建 Skill Space:利用 World of Code 基础设施抽取开发者修改文件中的完整 API 集合,再用 Doc2Vec 为 API、开发者和项目生成向量表示。评估通过预测开发者后续使用的新 API、加入的新项目以及其 pull request 是否被接受,检验嵌入是否反映所假设的空间拓扑,并比较其表示与开发者自报的 API 专长是否一致。结果表明这些嵌入基本符合假设的拓扑结构。作者希望该表示能帮助构建提升开源生态信任与效率的信号,并支持开发者熟练度与学习相关现象的研究。
Background: Accurate representation of developer expertise has always been an important research problem. While a number of studies proposed novel methods of representing expertise within individual projects, these methods are difficult to apply at an ecosystem level. However, with the focus of software development shifting from monolithic to modular, a method of representing developers' expertise in the context of the entire OSS development becomes necessary when, for example, a project tries to find new maintainers and look for developers with relevant skills. Aim: We aim to address this knowledge gap by proposing and constructing the Skill Space where each API, developer, and project is represented and postulate how the topology of this space should reflect what developers know (and projects need). Method: we use the World of Code infrastructure to extract the complete set of APIs in the files changed by open source developers and, based on that data, employ Doc2Vec embeddings for vector representations of APIs, developers, and projects. We then evaluate if these embeddings reflect the postulated topology of the Skill Space by predicting what new APIs/projects developers use/join, and whether or not their pull requests get accepted. We also check how the developers' representations in the Skill Space align with their self-reported API expertise. Result: Our results suggest that the proposed embeddings in the Skill Space appear to satisfy the postulated topology and we hope that such representations may aid in the construction of signals that increase trust (and efficiency) of open source ecosystems at large and may aid investigations of other phenomena related to developer proficiency and learning.