UNIVERSITY OF

GREENWICH
COMP1640 – Enterprise
Web Software
Development

Student name Ngo Diem My

ID number (00xxxxxxx) 001133377
Lecturer/Tutor name Doan Dinh Ho
Student submission date

December 30, 1899 Team 1

 Team Name: December 30, 1899 Team
Member ID Role

Ngo Diem My 001133377 Scrum master, Product Owner

Chau Van Phuc 001353414 Back-end Developer

Huynh Hoang Khang 001353322 Front-end Developer

Vo Thi Nha Dam 001353260 Tester

Le Anh Thu 001353657 Designer

December 30, 1899 Team 2

ACKNOWLEDGEMENTS
We, the team behind EduContrib, extend our gratitude to all those who have supported us on this
journey.

First and foremost, we express our sincere appreciation to our esteemed mentor, Mr. Doan Dinh
Ho, whose guidance, wisdom, and unwavering commitment have been instrumental in shaping
the vision and direction of EduContrib. His expertise and leadership have inspired us to strive for
excellence and to navigate through challenges with confidence.

We would like to acknowledge the invaluable contributions of our dedicated team members:
Chau Van Phuc, Huynh Hoang Khang, Vo Thi Nha Dam, and Le Anh Thu. Each member has
played a crucial role in their respective capacities as Developer (Back-end), Developer (Front-
end), Tester, and Designer. Their expertise, creativity, and tireless effort have been the driving
force behind the development and refinement of EduContrib.

We are deeply grateful to the University of Greenwich (United Kingdom) for their generous
support and resources, which have enabled us to turn our vision of EduContrib into reality. Their
commitment to fostering innovation and academic excellence has been pivotal in our journey.

Finally, as the Scrum Master of the team, I would like to express my gratitude to my fellow team
members for their collaboration, dedication, and resilience throughout the project. Together, we
have overcome challenges, celebrated successes, and grown both personally and professionally.

To everyone who has contributed to the realization of EduContrib, whether through guidance,
support, or encouragement, we offer our sincerest thanks. Your belief in our vision and your
unwavering support have been the cornerstone of our success.

With deepest appreciation,

Ngo Diem My

Scrum Master, High-Five Team

December 30, 1899 Team 3

ABSTRACT
EduContrib is a web-based system conceptualized to streamline the process of collecting and
managing student contributions for an annual university magazine. Developed as a practical
application of Agile and Scrum methodologies within an educational context, EduContrib aims
to enhance student engagement in extracurricular academic activities and contribute to their
university's community and legacy.

Built upon Visual Studio, utilizing ASP.NET framework, and SQL Server for database
management, EduContrib ensures robustness and scalability to meet the demands of an academic
environment. Leveraging GitHub as a version control platform and Google's collaboration tools
for seamless communication among team members, EduContrib embodies modern software
development practices.

EduContrib encompasses essential features such as role-based access control, submission system
for various media types, review and feedback mechanisms, and publication management. In
addition, EduContrib introduces innovative features like real-time chat support between students
and assistance providers, fostering direct and immediate communication channels.

The successful implementation of EduContrib not only fulfills the specified requirements but
also integrates additional functionalities to enrich the user experience. With its comprehensive
feature set, EduContrib exemplifies the integration of cutting-edge technologies with
pedagogical objectives, paving the way for enhanced student participation and academic
excellence.

December 30, 1899 Team 4

TABLE OF CONTENTS
 List of main sections with page numbers

December 30, 1899 Team 5

 LIST OF FIGURES AND TABLES
 Inventory of all figures and tables used in the report

December 30, 1899 Team 6

 1. INTRODUCTION
In today's digital age, universities are constantly seeking innovative solutions to streamline
processes and enhance student engagement. It is within this context that the EduContrib project,
led by the "HighFive" team, emerges, aiming to revolutionize the way student contributions are
collected and managed for the university's annual magazine.

1.1 Project Background:

EduContrib is born out of the necessity to modernize the traditional approach to gathering
student submissions for the university magazine. In the past, the process has been tedious and
cumbersome, often leading to inefficiencies and delays. Recognizing these challenges, the
"HighFive" team embarked on a journey to develop a web-based platform that would simplify
the submission process, empower students, and facilitate collaboration among stakeholders.

1.2 Project Objectives:

The primary goal of EduContrib, led by the "HighFive" team, is to create a user-friendly and
efficient system that enables students to submit their contributions seamlessly. Beyond this, the
project aims to enhance communication between students and faculty coordinators, streamline
the review process, and ensure timely publication of the magazine. By leveraging modern
technologies and agile methodologies, the "HighFive" team sets out to deliver a solution that not
only meets but exceeds the expectations of its users.

1.3 Project Scope:

The scope of EduContrib encompasses the development of a comprehensive web-based platform,
including features such as role-based access control, submission system for various media types,
review and feedback mechanisms, and publication management. While striving for excellence,
the "HighFive" team acknowledges its boundaries and limits, focusing on delivering core
functionalities within the defined timeframe and resources.

Through EduContrib, led by the "HighFive" team, the project aspires to create a dynamic and
collaborative environment that fosters creativity, facilitates knowledge sharing, and ultimately
enriches the university experience for all stakeholders. With a clear vision and unwavering
dedication, the EduContrib project sets out to redefine the way student contributions are
collected, managed, and celebrated within the academic community.

December 30, 1899 Team 7

 2. THEORETICAL AND TECHNICAL FOUNDATION
2.1 Agile and Scrum Theory
Agile and Scrum methodologies have revolutionized the software development industry by
introducing a flexible and iterative approach to project management. The Agile Manifesto, first
introduced in 2001, emphasizes the importance of adaptability, collaboration, and customer
feedback over strict adherence to plans (Beck et al., 2001). Scrum, a subset of Agile, organizes
development into cycles called Sprints, promoting teamwork, accountability, and iterative
progress toward a well-defined goal (Schwaber & Sutherland, 2020).

2.2 Software Development Technologies and Techniques

The EduContrib project is built using the ASP.NET framework and SQL Server for backend
development, capitalizing on their robustness and scalability. This combination enables the
handling of complex data operations and ensures a seamless user experience (Microsoft, 2021).
For version control, GitHub serves as the central repository, facilitating collaboration and code
management across the development team. Google's suite of tools, including Google Docs and
Google Meet, underpins our team's communication, ensuring that all members are aligned and
can collaborate effectively, regardless of location (GitHub, 2021; Google, 2021). Additionally, I
need to use some other tools such as Draw.io and Canva to create prototypes. Besides, I also use
Excel as a tool to create sprint plans to assist in project documentation (as Figure 2.1).

Figure 2.1 Professional Project Management Tool

December 30, 1899 Team 8

 3. DEVELOPMENT PROCESS
3.1 Agile Scrum Process Application
For the EduContrib project, the "HighFive" team employed the Agile Scrum framework to
navigate through the complexities of software development. In this structure, Ngô Diễm My
assumed the dual roles of Product Owner and Scrum Master, a unique setup that streamlined
decision-making and agile practices. As Product Owner, My was responsible for defining project
goals and prioritizing the Product Backlog items. As Scrum Master, My facilitated Scrum
ceremonies, ensuring that the Agile processes were adhered to and optimizing the team's
efficiency (Schwaber & Sutherland, 2020).

The Development Team (Table 3.1), comprising Châu Văn Phúc, Huỳnh Hoàng Kháng, Võ Thị
Nha Dam, and Lê Anh Thư, was responsible for executing the tasks. The team adhered to key
Scrum ceremonies including Sprint Planning, Daily Stand-ups, Sprint Review, and Sprint
Retrospective, which facilitated continuous communication and refinement of the project
approach. These events fostered a culture of continuous feedback and adaptation, enabling the
team to tackle challenges promptly and maintain a steady pace of development (Rubin, 2012).
Table 3.1Development Team and Roles in the EduContrib Project

High-five Team / EduContrib Project

Ngo Diem My Scrum master, Product Owner
Chau Van Phuc Back-end Developer
Huynh Hoang Khang Front-end Developer
Vo Thi Nha Dam Tester
Le Anh Thu Designer

3.2 Planning and Task Organization

Task organization and project planning were meticulously managed using Gantt charts. These
visual tools were instrumental in mapping out the project timeline, allowing the team to foresee
potential bottlenecks and adjust their workflow accordingly. During Sprint planning meetings,
the team collaboratively decided on the tasks to be tackled in the upcoming Sprint, drawing from
the prioritized Product Backlog. This meticulous planning ensured that the team remained
focused on delivering maximum value within each Sprint cycle, aligning with Agile's principles
of iterative progress and customer-centric development (Leffingwell, 2011).

Implementation of Sprints:

The application of Sprints in the EduContrib project facilitated a focused approach to

development, allowing the team to iteratively build, test, and refine the system. Each Sprint
concluded with a Sprint Review, where the team demonstrated new functionalities to

December 30, 1899 Team 9

stakeholders, and a Sprint Retrospective, which provided an opportunity for the team to reflect
and improve upon their process. This iterative cycle (Illustrated by figure 3.1) of planning,
execution, review, and adaptation was instrumental in maintaining project momentum and
aligning product development with user needs and feedback.

Figure 3.2 Agile Scrum Sprint Cycle in EduContrib Project

Impact on Project Success:

The adoption of Scrum enabled the EduContrib team to effectively manage complexities and
uncertainties inherent in software development. By dividing the project into manageable Sprints,
the team could prioritize work, adapt to changes swiftly, and ensure continuous progress. The
clear roles, ceremonies, and artifacts defined by Scrum fostered team accountability,
transparency, and collaboration, directly contributing to the project's successful outcome.

3.3 Change and Risk Management

The "HighFive" team adopted a proactive stance towards change and risk management, integral
to the Agile Scrum framework. Through the use of Sprint Retrospectives and continuous backlog
grooming sessions, the team was able to anticipate and mitigate risks early on. Changes were
embraced as opportunities for improvement, with the team efficiently incorporating feedback
into the project without derailing from the core objectives. This dynamic approach to managing
risks and changes underscored the team's resilience and adaptability, ensuring the project's
success despite uncertainties (DeMarco & Lister, 2013).

Through a blend of effective Agile Scrum practices, strategic planning, and adaptive risk
management, the "HighFive" team adeptly navigated the development of EduContrib. By
championing flexibility, continuous improvement, and stakeholder engagement, the project
exemplified the profound impact of Agile methodologies on fostering collaborative, efficient,
and high-quality software development environments.

December 30, 1899 Team 10

3.4 Burn down charts, minutes of meetings, user stories, sprints, product backlogs.

December 30, 1899 Team 11

 4. ANALYSIS AND DESIGN
4.1 Requirements Analysis
For the EduContrib project, the team utilized user stories and use case analysis as primary
techniques for requirements gathering. This approach facilitated a deep understanding of user
needs and system interactions, ensuring that the development was driven by real-world use
scenarios.

Based on the user stories, High-five designed use case diagrams according to the requirements of
each user type (it is presented in detail in 4.5.11 section). The following is a collection of the
main functions of the system.

Functional Requirements included:

 Administrators need capabilities for managing user accounts, setting critical deadlines
(closure day and final closure day), and updating terms and conditions to ensure the
system's operational efficiency and compliance.

 Users require functionalities for logging in/out and viewing publicly available articles,
aligning with basic access and information retrieval needs.

 Students are provided with a comprehensive set of features, including article submission,
multimedia file uploads, receiving notifications, reviewing edit histories, and interacting
with feedback mechanisms. These functionalities are designed to enhance the user
experience and encourage active participation.

 Marketing Coordinators and Managers have specific roles in article selection,

interaction, and publication processes. Their requirements focus on efficient article
management, feedback provision, and publication of selected pieces, ensuring a smooth
operational flow from submission to publication.

Non-Functional Requirements focused on:

 Enforcing submission deadlines to maintain the system's integrity and operational

timelines.

 Delivering an intuitive and user-friendly interface to facilitate ease of use across diverse
user groups.

 Ensuring system compatibility with various devices, enhancing accessibility and user
engagement.

 Adhering to ISO/IEC 27001 standards for system security, safeguarding user data and
system operations.

December 30, 1899 Team 12

In addition to the core functionalities, the team implemented additional features such as statistics
and a real-time chat system. These enhancements were aimed at providing users with greater
insights into their contributions and fostering direct communication within the platform, thereby
adding value beyond the initial scope of requirements.

"EduContrib" is designed to streamline the process of collecting, managing, and publishing

student contributions for the annual university magazine. At its core, the platform is built around
several key functionalities that ensure security, ease of use, and effective communication
between all stakeholders involved. Below is the description of the main functionalities
implemented in the project.

4.2 System Design

The design of EduContrib's system architecture was conceived following the Model-View-
Controller (MVC) paradigm, a well-established software architectural pattern that separates the
application into three interconnected components. This separation enhances manageability and
scalability by allowing independent development, testing, and maintenance of each component
(Leffingwell, 2011).

Model: The data layer, or Model in MVC architecture, was meticulously designed, as depicted
in the Entity-Relationship Diagram (ERD), which includes entities such as Users, Contributions,
Messages, and Roles. Each entity was crafted to ensure data integrity and to facilitate complex
queries that the system might need. This data-centric design is pivotal for the system’s core
functionalities, such as user management, submission processes, and the storage of articles and
associated metadata.

View: The View component is concerned with the user interface (UI) and user experience (UX)
design. It was created with a strong emphasis on usability, ensuring that the platform is intuitive
and accessible across various devices and platforms, adhering to responsive design principles.
This focus on a seamless user interface is in response to the non-functional requirement of an
intuitive and user-friendly interface, vital for maintaining user engagement (Norman & Nielsen,
2010).

Controller: Serving as the intermediary between the Model and the View, the Controller handles
user input and utilizes models to retrieve data that views need to render the UI. The controllers in
EduContrib are optimized to handle requests efficiently, thus ensuring high performance and a
responsive user experience.

Integration of MVC Components: The integration of MVC components within EduContrib

was conducted with attention to clean code practices and system modularity. This approach
facilitated smoother transitions between phases of development and allowed for easier future
enhancements or modifications (Martin, 2008).

December 30, 1899 Team 13

Through the strategic use of the MVC framework, the EduContrib system architecture was
designed to be robust, flexible, and capable of adapting to changing requirements or scaling to
accommodate future growth.

The MVC-driven design of EduContrib thus illustrates a cohesive structure that is not only
efficient in terms of data management but also provides a fluid and engaging user experience,
ultimately aligning with the agile principles of user-centered development.

4.3 Database
4.3.1 Security
The database's security was essential. Information about employees and students is kept on the
user table. Therefore, the necessary steps have been taken to guarantee the confidentiality and
integrity of this sensitive data. We use MD5 encryption to ensure the confidentiality and integrity
of sensitive data stored in the user table within the database.

The "User" table does not store any plain-text passwords, instead, the program generates MD5
hashed passwords that are compared to the user's login attempt (Figure 4.1). If both matches, the
user is granted access to the program. This approach ensures that even in the event of a security
breach, user credentials will remain safe and secure. The reason being user accounts cannot be
compromised as the hashed passwords are not reversible to plain-text passwords. Thus, attackers
cannot use user credentials to gain unauthorized access to the system.

Figure 4.3 Screenshot of the User table in the database

4.3.2 Appropriate data types and validation

Different data types are used in database design and implementation to ensure that every column
can store pertinent data to satisfy client requirements and support the front-end application;
without the proper datatypes, achieving the MVP (minimum viable product) would be
challenging or, in some cases, impossible.

Making sure the user's most recent login date and time would appear on their subsequent login is
a crucial illustration of this and a requirement (Figure 4.2). The best datatype to use in this
situation was a Datetime datatype since it stores the data in the most sensible format, which is
determined by the application, and displays the pertinent information clearly and concisely,
guaranteeing that all of the data in this column is formatted consistently.

Figure 4.4 Screenshot of the lastLogin table in the database

December 30, 1899 Team 14

4.3.3 Role implemntation
In our database, each user is assigned two important values: a RoleID and a FacultyID. These
values help define the user's role and access permissions within the Annual University Magazine
system as requested by clients and user stories.

The RoleID indicates the user's role in the magazine system. Different RoleIDs grant access to
specific areas of the application. For instance, RoleID = 1 represents the Guest role, allowing
access only to guest pages and tasks associated with it. On the other hand, RoleID = 4 signifies
the Admin role, granting access to admin pages and tasks.

Teachers, identified by their FacultyID, can view, comment on, and approve articles uploaded by
their faculty members. Similarly, the marketing manager can review all approved articles and
grant guest role access. However, guest accounts are restricted to viewing contributions relevant
to their FacultyID. For example, an IT faculty guest account (FacultyID=1) can only view
contributions made by IT students.

4.3.4 Referential integrity implemented

The annual university magazine system is designed to maintain referential integrity using proper
limitations. It is essential to maintain the application's functionality and fulfill the demands
placed on the entire product. The database consists of nine tables, as shown in the ERD. Foreign
keys are used to logically connect the tables, while each table uses primary keys to identify rows
uniquely.

Using foreign keys also allows for adding other capabilities, such as multiple picture uploads. A
magazine upload has its separate primary key, and the facts connected to the contribution, e.g.,
title, file path, and whose user submitted it, are saved in the "Contributions" table – as such, this
column is set to auto increment to ensure no duplicate clashes arise. A second table named
"imgFile" is linked to the contributions table using a foreign key, which references the primary
key of the contribution table, which means that numerous photos can belong to the same
contribution. A third table, which stores magazines from donations named "magazine," is
likewise linked to the contributions table using a foreign key. Similarly, the database will
allocate several comments to a magazine piece.

Validation:

Users log in and obtain access to the program using their email address; this will be unique to an
individual - an email address cannot exist twice, making it a suitable means to identify and
ensure this element within the database: a UNIQUE key is utilized on the email column. Again,
this relates to guaranteeing that the table can only take ‘good’ data, allowing an email address to
exist only once.

December 30, 1899 Team 15

4.4 Site design
Web design blends art and science to create visually appealing and functional websites. The
"HighFive" team mastered the balance between aesthetics and usability in this project. We
meticulously planned visual elements like layout, colors, typography, and imagery to meet user
needs. Meanwhile, our focus on intuitive navigation and interaction ensured a seamless user
experience. (Richter & Cornford, 2013).

Throughout the project, we prioritized color consistency and closely followed client
specifications. This meticulous attention to detail ensured our website design aligned with
HTML5 standards, promoting modern professional web development practices and cross-
platform compatibility. By utilizing frameworks, we accelerated development, enhanced
performance, simplified maintenance, and delivered a visually appealing user interface. (Richter
& Cornford, 2013).

The "HighFive" team's approach to web design exemplifies a user-centered philosophy, blending
innovative visual design with technical excellence to create a website that is both attractive and
highly functional. Below will be a discussion of how High-Five Team designed in the
EduContrib project.

4.4.1 Responsive design

Responsive design is vital in modern web development, ensuring accessibility across various
devices. The "HighFive" team emphasized responsive design in the EduContrib project (Figure
4.3), acknowledging diverse user access methods in today's mobile-focused environment. This
involved flexible grids, media queries, and scalable graphics, providing a seamless experience on
any device. Responsive design enhances user engagement and boosts search engine rankings,
crucial for educational platform visibility. (Marcotte, 2011).

By adopting responsive design principles, the "HighFive" team ensured that EduContrib was
built with a future-proof foundation, capable of adapting to new devices and screen dimensions,
thereby maximizing the reach and impact of the platform.

3
1 2
Figure 4.5 Responsive design in EduContrib

1 – EduContrib on mobile 2 - EduContrib on tablet 3 - EduContrib on desktop

December 30, 1899 Team 16

4.4.2 Usability Heuristics
Usability diagnostics play an important role in projects that evaluate and improve user
experience across online products and services. These guidelines provide a frame of reference for
evaluating user interface usability and identifying potential issues that could affect the user
experience. By applying Usability Heuristics, High-Five's design and development teams can
effectively detect and fix user experience issues, thereby improving user satisfaction and
engagement with products or services. In addition, improving consistency and standards,
preventing errors. This improves performance, reduces development time and costs, and creates
end products that are high quality and easy to use. (Gardner & Grigsby, 2011).

Usability

The website development project involves front-end design and back-end code structure, with
front-end design focusing on user interface and experience, while back-end code structure
manages the database, handles front-end requests, performs logical functions, and ensures system
security. The responsive design ensures the website is user-friendly and platform-independent,
compatible with all screen sizes and browsers, making it accessible to users regardless of their
device.

EduContrib system is tested on multiple devices with different screen sizes. The list of devices
(Figure 4.4) mentioned below has responsive layout screenshots. Mobile developer tool are used
as emulation.

Figure 4.6 Device list and responsive layout example

December 30, 1899 Team 17

 Considering the snapshot provided, which appears to showcase the primary style of
"EduContrib," I'll draft sections on accessibility, color factors, and the color scheme for color-
blind users.

Accessibility

"EduContrib" is developed with a strong emphasis on accessibility to ensure that all users,
regardless of ability, can navigate and interact with the website effectively. The design
incorporates high-contrast text and a layout that accommodates assistive technologies such as
screen readers. The platform adheres to the Web Content Accessibility Guidelines (WCAG),
which provide a framework for making web content more accessible to people with disabilities
(Caldwell et al., 2008).

4.4.3 Colour Factor

The color factor in "EduContrib" plays a significant role in the visual hierarchy, guiding users'
attention to various sections and actions. It is used strategically to differentiate elements on the
page, indicate interactivity, and enhance the overall aesthetic appeal. The thoughtful use of color
improves user experience by creating a visually engaging environment that is both intuitive and
informative (Gardner & Grigsby, 2011).

4.4.4 Colour Scheme for Colour Blind People

"EduContrib" employs a color scheme optimized for inclusivity, taking into account users with
color vision deficiencies. By selecting colors with sufficient contrast and avoiding problematic
color combinations like red/green or blue/purple, the design ensures that information is conveyed
effectively to all users. The utilization of patterns and textures as secondary identifiers further
aids color-blind users in navigating the platform successfully (Arditi & Brabyn, 1999).

4.4.5 House Style Consistency

The house style of "EduContrib" has been meticulously crafted to provide a consistent and
coherent brand experience across all interfaces. From the navigation menus to the footer, each
component adheres to a defined set of style guidelines that include typography, color palettes,
and layout conventions. This consistency not only reinforces brand recognition but also instills a
sense of reliability and professionalism in the users. The uniform style aids in intuitive
navigation and user comfort, as familiar patterns and visuals make the learning curve for new
users much smoother (Lynch & Horton, 2016).

Maintainability

Maintainability is a core consideration in the development of "EduContrib." The platform’s

codebase is structured to be clean, well-documented, and modular, allowing for easy updates and
bug fixes. Adherence to coding standards and best practices ensures that new developers can
quickly understand and contribute to the project. Regular code reviews and refactoring sessions

December 30, 1899 Team 18

are integral parts of the development cycle, aiming to prevent technical debt and ensure the
system remains adaptable to new requirements as the project evolves (Martin, 2008).

Reusability

In the realm of software engineering, reusability is the measure of the ease with which
components can be reused in other applications or scenarios. "EduContrib" has been engineered
with reusable code at its foundation, employing modular design patterns that allow
functionalities to be repurposed across different parts of the application without significant
changes. This not only streamlines the development process but also reduces the overall cost and
time-to-market for new features. By leveraging reusability, "EduContrib" sets itself up for
sustainable growth and the ability to rapidly respond to the ever-changing landscape of
educational technology (Gamma et al., 1994).

Use of Bootstrap

In statistical methods, the bootstrap technique offers a modern approach to estimate uncertainties
like standard errors and confidence intervals. It works well even without traditional assumptions
like normal distribution, making it a versatile and reliable choice for analyzing data (Efron,
1979).

For the EduContrib project, the team chose the Bootstrap framework to craft a responsive design.
This means the website adjusts smoothly to fit screens from phones to desktops, making sure
everyone gets a good view and easy access, no matter their device (Otten, 2015).

4.4.6 Other technologies utilised

In addition to core development frameworks, the EduContrib project incorporated a variety of
other technologies to bolster performance and user experience. JavaScript was employed to add
interactivity and dynamic content presentation, enhancing the responsiveness of the user
interface (Flanagan, 2020).

4.4.7 Other aspect considered

In the development of "EduContrib," meticulous attention was paid to various technological and
design aspects that, while seemingly peripheral, play a crucial role in enhancing the platform's
usability, accessibility, and overall user experience. Recognizing the importance of these
underpinning factors is essential for a well-rounded, efficient, and effective digital solution.
Below, we explore several key considerations that were integral to the project's success.

Performance Optimization: Understanding that user retention and satisfaction are heavily
influenced by the platform's responsiveness and speed, performance optimization was prioritized.
Techniques such as minifying CSS and JavaScript files, optimizing database queries, and
implementing lazy loading for media content were employed. These methods reduce the amount

December 30, 1899 Team 19

of data transferred over the network, decrease server load, and improve page load times,
contributing to a smoother user experience.

Security Measures: With cybersecurity threats on the rise, ensuring the security of user data and
interactions on "EduContrib" was paramount. Advanced encryption protocols for data
transmission, secure hash algorithms for storing passwords, and regular security audits were part
of the project's security strategy. Additionally, the implementation of Content Security Policy
(CSP) headers and rigorous input validation mechanisms protected against common
vulnerabilities such as cross-site scripting (XSS) and SQL injection attacks.

Cross-Browser Compatibility: To ensure that "EduContrib" is accessible from any device and
browser, extensive testing for cross-browser compatibility was conducted. This included the use
of polyfills and CSS prefixes to ensure that modern web features work seamlessly across older
browsers, thus broadening the platform's reach and ensuring a consistent experience for all users,
regardless of their choice of browser.

Accessibility and Inclusivity: Following the Web Content Accessibility Guidelines (WCAG) 2.1,
"EduContrib" was designed to be fully accessible to users with disabilities. This involved the
strategic use of ARIA (Accessible Rich Internet Applications) roles, ensuring keyboard
navigability, providing alternative text for images, and designing with color contrast sensitivity
in mind. These efforts made the platform more inclusive, aligning with the principle that digital
educational resources should be accessible to all members of the academic community.

User Feedback Integration: Recognizing the value of user input, the development process
incorporated mechanisms for collecting and integrating user feedback. This iterative approach
allowed for the continuous refinement of "EduContrib," ensuring that the platform evolved in
response to the needs and preferences of its end-users. Surveys, usability testing sessions, and
feedback forms provided invaluable insights that informed design and functionality
enhancements.

Sustainable Development Practices: In aligning with broader environmental and sustainability

goals, the project also considered the digital carbon footprint of "EduContrib." Efficient coding
practices, server optimization, and the decision to host the platform on green servers were
conscious choices made to minimize energy consumption and contribute to more sustainable
digital infrastructure.

4.4.8 Minimal use of images

The design philosophy of "EduContrib" strategically emphasizes the minimal use of images to
achieve a balance between aesthetic appeal and performance efficiency. By reducing reliance on
heavy graphical elements, the platform ensures faster loading times and a streamlined user
experience, particularly for users with limited bandwidth or on mobile devices. This approach is
supported by research indicating that web page load speed is a critical factor in user satisfaction
and engagement (Nielsen, 2010). Instead of images, CSS3 and SVG graphics are employed for

December 30, 1899 Team 20

icons and decorative elements, offering scalability and reduced page weight without sacrificing
visual quality.

4.4.9 Deferral of Script.

To further optimize page loading times and enhance user interaction, "EduContrib" implements
the deferral of non-essential JavaScript. Scripts that are not critical to the initial rendering are
delayed until after the main content is fully loaded, thereby improving the perceived speed of the
site. This technique aligns with recommendations from Google's PageSpeed Insights, which
advocates for minimizing render-blocking resources to speed up page loads (Google, 2019).
Such an approach ensures that users are quickly presented with usable content, significantly
improving the user experience.

Figure 4.7 Illustration for applying the Deferral of Script.

4.4.10 Keeping it basic

During the Educontrib site design process, our team always focuses on and meets user
requirements. For example, the design has only two main colors used throughout, the font is
consistent in one style, and text information is displayed to users in smaller, easy-to-understand
blocks, to avoid overwhelming them with information. too much information, the basic interface
is easy to use thus leading to a design with poor usability. An example of why this ideology is
used in Educontrib is taken from Google's homepage. As it uses a simple design, allowing users
of all abilities to utilize its extremely powerful technology, Educontrib also has a very simple
navigation and information architecture, allowing users to navigate and perform required tasks
with ease

4.4.11 Information Architecture

The text provided emphasizes the importance of well-structured information architecture in
creating user-friendly websites and applications. Information architecture plays a vital role in
organizing, labeling, and structuring content to enhance user engagement and guide users to
complete tasks effectively. It helps users easily locate information, understand their current
location on a website, and navigate between pages effectively.

December 30, 1899 Team 21

A robust information architecture was highlighted as a critical component of the Educontrib
project's success, assisting users in carrying out CRUD tasks and directing them through the
system with centralized alternatives and anticipated reaction. The user interface and interaction
design are also influenced by this architecture, which makes it easier to create wireframes for the
prototypes of the Educontrib project.

The image (Figure 4.6) below shows our sitemap and how we Workflow practices have been
effective. Workflow practices have been effective.

Figure 4.8 User Role-Based Access Flowchart for EduContrib Platform.

Mobile Design
Below mentioned home page view used Wireframe to prototype the information structure. The
layout is designed for mobile devices

 Mobile view – Home page

(Figure 4.7) is the mobile device's homepage interface. Includes a branding section, a drop-down
navigation bar that serves as a table of contents to list the main functional pages, and finally a
footer

December 30, 1899 Team 22

 Figure 4.9 Mobile view – Home page Figure 4.10 Mobile view – Login page

 Mobile view – Login page

(Figure 4.8) is the mobile device login page interface. Display username and password fields in
the frame as shown below.

 iPad landscape layout view of login page

(Figure 4.9) is the design interface with a screen size of 7.9 inches viewed in landscape mode.
When switching to portrait view, the screen will look like the view on mobile devices.

Desktop Design
The desktop design has a login page and home page that are similar in size to the ipad view

 Student upload contributions

(Figure 4.10) allows students to upload contributions. Students will fill in the title box, journal
and brief description for the article, then click upload with photo and word file, accept the terms
and submit.

 Student dashboard - View all recent uploaded contributions

(Figure 4.11) is the list display and recent student uploads

 Student view contributions

December 30, 1899 Team 23

(Figure 4.12) Students can engage in live chat with coordinators or provide feedback through
articles.

Figure 4.11 IPad landscape view – Login Page

Figure 4.12 Desktop - File upload view

December 30, 1899 Team 24

 Figure 4.13 Desktop - View all contributions view

Figure 4.14 Desktop - chat mode

December 30, 1899 Team 25

4.5 Functionality
4.5.1 Role based security
Role-Based Security: Essential to the security architecture of EduContrib is the role-based
security feature, designed to grant permissions and access control tailored to different user roles
within the system. For example, when logging in with a student account, the user cannot access
any pages that require admin access rights (as Figure 4.7). This functionality ensures that users
can interact with the platform in ways that correspond to their specific responsibilities, whether
as students, faculty coordinators, or administrators, safeguarding against unauthorized access and
potential data breaches (Ferraiolo & Kuhn, 1992).

Figure 4.15 "Role-Based Access Control: 404 Error for Unauthorized Page Request.

4.5.2 Submission of Contributions

A core feature of EduContrib is the ability for students to submit their articles and associated
multimedia (Figure 4.8). This function is streamlined to handle various file formats and is
integrated with user accounts to track submissions and maintain a history of contributions,
promoting a transparent and efficient submission process (Nielsen, 1993).

Figure 4.16 Simulating the successful submission feature of students' Article.

4.5.3 Page New Contributions

Team High-Five 26
The Page New Contributions feature (Figure 4.9) is designed to offer real-time updates for newly
submitted articles, providing administrators and coordinators with immediate visibility of fresh
content. This not only enhances the dynamism of the platform but also enables timely feedback
and interaction with contributors (Sharp et al., 2007).

Figure 4.17 Simulating the successful new Contributions feature of students' Article.

4.5.4 Email Notification

Integral to the communication strategy of EduContrib is the email notification system.
Automated alerts keep users informed about key events (Figure 4.10), such as the receipt of
feedback, impending closure dates, or publication confirmations. This feature is critical in
keeping users engaged and ensuring they are up-to-date with the latest information (Nielsen,
2001).

Figure 4.18 Simulating the successful Email Notification feature of students' Article.

Team High-Five 27
4.5.6 Set Closure Day and Final Closure Day
This function (Figure 4.17) allows administrators to define crucial deadlines within the system.
The 'closure day' marks when students must submit their contributions, while the 'final closure
day' indicates the last opportunity for any edits. Establishing these clear timelines is essential for
maintaining a structured editorial process and ensuring the magazine's timely publication.

Figure 4.19 Simulating the Set Closure Day and Final Closure Day feature of students' article

4.5.7 Chat Real-Time Between Coordinator and Student

Real-time chat (Figure 4.18) is a standout feature that facilitates immediate communication
between coordinators and students. This direct line of dialogue is instrumental for providing
quick guidance, clarifying doubts, and fostering a collaborative environment where feedback can
be given and received efficiently.

Figure 4.20 Simulating the Set Closure Day and Final Closure Day feature of students' article

Team High-Five 28
4.5.8 Send and Receive Feedback on Articles
The feedback loop between coordinators and students is a vital component for the iterative
improvement of article quality (Figure 4.19). Coordinators can send constructive feedback on
submissions, and students can receive and act on this feedback, a process central to the
educational value of the magazine project, enhancing learning and development.

Figure 4.21 Send and Receive Feedback on Articles feature of students' article

4.5.9 Summary and Exception Reports

Within the EduContrib system, specialized reports provide essential data to different
stakeholders. Faculty Summary Reports, accessible to the marketing manager and guests, display
the volume of contributions sorted by faculty and academic year (Figure 4.20). This feature
offers valuable insights into participation rates and can guide marketing strategies and content
development.

Each of these features was detailed through user stories, establishing clear and actionable criteria
that guided the development process. Through this user-centric approach, the team ensured that
the functionalities of EduContrib were aligned with the users' needs, making the platform both
practical and user-friendly.

This comprehensive requirements analysis ensured that EduContrib was designed with a clear
understanding of end-user needs, setting the stage for a secure, interactive, and highly functional
platform.

Team High-Five 29
 Figure 4.22 Simulating the Statistics feature on the admin page

These reporting tools not only aid in the efficient management of the submission process but also
provide valuable data for evaluating the success of the magazine initiative and identifying areas
for improvement.

4.5.10 Tracking User Session Information

This functionality involves monitoring and recording user activity from the moment they log in
until they log out (Figure 4.21). By keeping track of session histories, such as login times and
durations of activity, the system can provide personalized experiences and ensure that users only
access areas permitted by their role. It also aids in security by detecting unusual patterns that
could indicate a breach or misuse of the system.

Figure 4.23 Simulating Tracking User Session Information feature on the admin page

Team High-Five 30
4.5.11 UML diagrams
The Unified Modeling Language (UML) diagrams are instrumental in visualizing and
documenting the design and functionality of the "EduContrib" system. UML diagrams offer a
standard way to outline the system's structure and behavior, providing a clear and comprehensive
picture of the system from various angles.

1.1.1 Use case

Use case diagrams are essential in defining the interactions between users (actors) and the
system. They describe the system's functional requirements in the context of user goals, showing
all the possible sequences of interactions. In "EduContrib," the use case diagrams would
encapsulate the functionalities for Guests, Students, Coordinators, Marketing, and Admin roles,
as seen in the previously shared diagrams. These diagrams help in understanding the user-
specific features such as login, manage contributions, send feedback, view statistics, and manage
accounts.

Guest Use Case Diagram (Illustrated in figure 4.22): This use case diagram illustrates the
interactions a guest user can have with a website. A guest can view articles and statistics, which
are primary actions. The 'Login' use case is marked as an inclusion (<<include>>), indicating
that a guest must log in to access further functionalities beyond just viewing. There’s also a
'Logout' option, suggesting that if a guest logs in, they can later log out. Essentially, this diagram
maps out what a guest can do without creating an account, and how they can transition to a
logged-in state to access more features.

Figure 4.24 Guest Use Case Diagram

Student Use Case Diagram (Illustrated in figure 4.23): This use case diagram depicts a student's
possible actions within a system. After logging in, which is a central action, the student can
manage contributions—this includes adding, editing, deleting, and downloading content, which

Team High-Five 31
is marked as an extension (<<extend>>), indicating it’s a conditional or optional action. The
student can also view statistics and chats, and send feedback or emails, which are included as
part of the login session. Logging out is another option, returning the student to a non-
authenticated state. The diagram effectively maps the student’s journey from login to performing
various tasks within the system.

Figure 4.25 Coordinator Use Case Diagram

Coordinator Use Case Diagram (Illustrated in figure 4.24): This use case diagram outlines the
functionalities available to a 'Coordinator' within a system. After logging in, the Coordinator has
several options:

 Manage Contributions: This is the core activity, with extended functionalities that
include approving or rejecting articles and downloading contributions.
 Send Feedback: It’s an included part of managing contributions, where the Coordinator
can communicate directly with the contributors.
 View Chat and View Statistics: These options suggest that the Coordinator can interact
with users via chat and review data analytics to gain insights into user behavior and
content performance.
 Logout: The Coordinator can log out of the system, which would presumably return
them to a guest or non-logged-in state.

Team High-Five 32
 Figure 4.27 Coordinator Use Case Diagram

Figure 4.26 Marketing Use Case Diagram

Team High-Five 33
Marketing Use Case Diagram (Illustrated in figure 4.25): After logging in, the Marketing
Manager can:

 Manage Contributions: This primary action includes reviewing and organizing

submissions. This role is essential for maintaining the quality and relevance of content.
 View Statistics: Accessing data analytics is integral for strategic planning and gauging
the success of marketing efforts.
 Publish Articles: An extended feature where the Marketing Manager can officially
release articles for public viewing, an essential step in content dissemination.
 Download Contributions: Another extended feature that implies the ability to export
submissions, possibly for review or archival purposes.
 Logout: Secures the session by logging out of the system once tasks are completed.

Figure 4.28 Admin Use Case Diagram

Admin Use Case Diagram (Illustrated in figure 2.25): After logging in, the Admin can:

Team High-Five 34
  Manage Faculty: This involves tasks such as adding, deleting, and editing faculty
details, with the ability to view detailed records.
 Manage Account: Similar to managing faculty, but focused on user accounts, this
includes creating and modifying user details.
 Manage Role: The Admin can view roles, likely with additional capabilities to modify
them as needed.
 Manage Magazine: This includes adding new issues, editing existing ones, or deleting
them, with the ability to display detailed information about each magazine.
 View Statistics: The Admin can view various statistics, which likely include user
engagement, contribution metrics, and more.
 Logout: Finally, the Admin can log out, ending the session securely.

1.1.2 Class Diagram.

Figure 4.29 Class Diagram

In this ERD (Figure 4.27), we have several entities like Users, Roles, Faculties, Contributions,
Messages, and more, each representing a different type of data stored in the system.

Team High-Five 35
Users are at the center, connected to various functionalities such as Roles, indicating what
actions they can perform, and Faculties, which could represent their affiliation or department
within the university.

Contributions is linked to Users, suggesting that users can create or submit content, which can
then be further detailed in entities like ImgFile for image uploads, and featured in the Magazine
entity, which could represent published editions of the magazine.

Messages seem to enable communication between users, while Comments provide a way to give
feedback on Contributions.

LastLogin and Security are likely tracking user session information and security measures,
respectively.

Each of these connections is designed to ensure data integrity and define the relationships, like
who can send or receive messages, what contributions can be made, and how the various
elements of the platform interact with one another. This ERD is essential for developers to
understand how to build the database and the relations that need to be maintained within the
application.

4.5.12 Code snippets

In the development of EduContrib, code snippets played a crucial role in streamlining the
development process, enhancing code reuse, and aiding problem-solving. These snippets are
small blocks of reusable code that can be quickly incorporated into larger modules to perform
common or repetitive tasks. Below is an example of some special code snippets from my system.

Code Snippets 1 (Figure 4.28): Password hashing MD5 this code will hashing normal password
to MD5, so the system will be more security.

Figure 4.30 MD5 Hash Function Implementation in EduContrib

Code Snippets 2 (Figure 4.29): Save Contribution, after click save it will process the code and
save the contribution of the contributor to the database

Team High-Five 36
 Figure 4.31 Code Snippet for Creating a New Contribution in EduContrib

Code Snippets 3 (Figure 4.30): Send Email service, this is a service it will require an email and
the token to access to the email to preform send email function such as send notification after
contributor upload file to coordinator

Figure 4.32 Email Sending Function in EduContrib

Code Snippets 4 (Figure 4.31): Save image into database after contributor upload their file with
image or image only.

Team High-Five 37
 Figure 4.33Method for Image File Upload in EduContrib

Code Snippets 5 (Figure 4.32): his bit of code is like a helpful assistant for when you pick a
photo to upload on a website. When you choose a picture, this code quickly shows you that
picture on the page, so you can make sure it's the right one before you finish uploading it.

Figure 4.34 JavaScript Function for Image Preview in EduContrib

Team High-Five 38
 5. TESTING
Aiming to create a robust application that fully meets the client's requirements, HighFive employed a parallel development and testing
process. Below is detailed information on the tested elements and the achieved results, demonstrating the application's quality and
reliability.

6.1 Test plan

 Table 6.1 details a series of tests conducted on specific features of student accounts on the EduContrib platform.
Table 6.2 Feature Testing Results for EduContrib System with Student Account.

No. Date Feature Purpose Process Expected Result Actual Result Result

1 28/4/2024 login Check if users can log in Valid accounts, The user can As expected Pass
successfully with valid valid passwords. successfully log in and
credentials. access their account

2 28/4/2024 new Verify the student's New Enter article Student successfully As expected Pass
Contribution Contributions feature when information, upload submitted article
uploading images and files valid photos and
successfully files

3 28/4/2024 new Verify the new Contribution Do not enter enough When you click As expected Pass
Contribution feature of students when not information or leave submit, a message
entering enough information any information appears asking you to
and texting the submit button blank enter complete
information

4 28/4/2024 New Verify the student's New Enter comment and Comment successfully As expected Pass
Comment Comment feature submit

5 28/4/2024 New Verify the student's New Do not enter A message appears As expected Pass
Comment Comment feature when not comments and asking to enter a

December 30, 1899 Team 39

 entering a comment but submit comment
pressing submit

6 28/4/2024 Edit Verify the student's edit Enter the Edited successfully As expected Pass
Contributions Contributions feature when information to be
student students want to edit edited
their posts

7 2/4/2024 Edit Verify the Student Edit Delete files or Update successful As expected Pass
Contributions Contribution feature when a images
student wants to delete a file
or image

8 1/4/2024 Edit Verify the student's edit Click the Back to Return to previous As expected Pass
Contributions Contributions feature when list button page
student students want Back
to list

9 1/4/2024 New Verify the student's New Click the Back to Return to previous As expected Pass
Contributions Contributions feature when list button page
student students want Back
to list

10 1/4/2024 Download Verify the student's Click Download Download file As expected Pass
File Download File feature File successfully

11 1/4/2024 Chat Verify that the student's Chat Input text Submitted As expected Pass
feature has been sent successfully
successfully when the student
enters the text and presses the
send button

12 1/4/2024 Chat Verifying the student's Chat Do not enter text Show notification As expected Pass
feature, sending fails when

December 30, 1899 Team 40

 the student does not enter
text but presses the send
button

13 1/4/2024 Statistics Verify the Student Statistics Statistics are always Show statistics screen As expected Pass
feature, indicators are always updated on the
updated when students post Home page
new articles

 Table 6.2 details a series of tests conducted on specific features of Marketing Coordinator accounts on the EduContrib
platform.
Table 6.3 Feature Testing Results for EduContrib System with Marketing Coordinator Account.

No. Date Feature Purpose Process Expected Result Actual Result Result

1 Login Verify the Marketing Valid accounts, valid The user can As expected Pass
30/3/2024 Coordinator login passwords. successfully log in
feature, when the and access their
Coordinator logs in account
with a valid account

2 Login Verify Marketing Enter the correct Displays the message As expected Pass
30/3/2024 Coordinator login password and leave the "Please, Enter Email"
feature, when the user username blank
leave the username
blank and click sign-in

3 Login Verify Marketing Enter the correct Displays the message As expected Pass
30/3/2024 Coordinator login username and enter the "Please, Enter

December 30, 1899 Team 41

 feature, when the user incorrect password Password"
leave the password
blank and click sign-in

4 30/3/2024 View Ensure Marketing Navigate to the Manage Detailed information As expected Pass
Contribution Coordinator can view Contributions section. about the contribution,
Details detailed information including submission
about contributions. Select the contribution to date, contributor
view details. name, and content,
should be displayed.

5 30/3/2024 Approve Ensure Marketing Navigate to the Manage As expected Pass

Contribution Coordinator can Contributions section.
approve contributions. The contribution
Select the contribution to status should change
approve. to "Approved" and the
contributor should be
Click on the "Approve" notified.
button.

6 30/3/2024 Reject Ensure Marketing Navigate to the Manage The contribution As expected Pass
Contribution Coordinator can reject Contributions section. status should change
contributions. to "Rejected" and the
Select the contribution to contributor should be
reject. notified.
Click on the "Reject"
button.

7 30/3/2024 Download Verify Marketing Navigate to the Manage Download file As expected Pass
file Coordinator's file Contributions section. successfully
download feature when

December 30, 1899 Team 42

 users want to download Select the contribution to
files to their device detail.

Click on the "Download

file" button.

 Table 6.3 details a series of tests conducted on specific features of Marketing Manager accounts on the EduContrib
platform.
Table 6.4 Feature Testing Results for EduContrib System with Marketing Manager Account.

No. Date Feature Purpose Process Expected Result Actual Result Result

1 1/4/2024 Highlight Ensure the Marketing Navigate to the homepage The selected As expected Pass
Selected Manager can highlight highlighting section. submissions should
Submissions selected submissions on be prominently
the magazine's homepage. Select submissions to displayed on the
highlight. magazine's
Save the selections. homepage.

2 1/4/2024 Download Ensure the Marketing Click the download file Downloaded As expected Pass
file Manager can download button successfully
any contributions

3 1/4/2024 Download Ensure the Marketing Click the download all file Downloaded As expected Pass
all Manager can download all button successfully
contributions

December 30, 1899 Team 43

  Table 6.4 details a series of tests conducted on specific features of Admin accounts on the EduContrib platform.
Table 6.5 Feature Testing Results for EduContrib System with Admin Account.

No. Date Feature Purpose Process Expected Result Actual Result Result

1 1/4/2024 Manage The new account Navigate to the Manage Account The new account As expected Pass
Account: should be section. should be
Create New successfully successfully
Account created and added Select the option to create a new created and added
to the system. account. to the system.
Fill in the required information for
the new account (e.g., username,
email, password, role).

Save the new account.

2 1/4/2024 Manage Ensure the Admin Navigate to the Manage Role The new role As expected Pass
Role: can create a new section. should be
Create New user role. successfully
Role Select the option to create a new created and added
role. to the system.
Define the permissions and
privileges for the new role.

Save the new role.

December 30, 1899 Team 44

3 1/4/2024 Manage Ensure the Admin Navigate to the Manage Role The selected role As expected Pass
Role: Edit can edit an existing section. should be
Role user role. successfully
Select the role to be edited. updated with the
Modify the permissions and modified
privileges as needed. permissions.

Save the changes.

4 1/4/2024 Manage Ensure the Admin Navigate to the Manage Rule The new rule As expected Pass
Rule: can create a new section. should be
Create New system rule. successfully
Rule Select the option to create a new created and added
rule. to the system.
Define the conditions and actions
for the new rule.

Save the new rule.

5 1/4/2024 Manage Ensure the Admin Navigate to the Manage Rule The selected rule As expected Pass
Rule: Edit can edit an existing section. should be
rule user rule. successfully
Select the rule to be edited. updated with the
Modify the permissions and modified
privileges as needed. permissions.

Save the changes.

6 1/4/2024 Manage Ensure the Admin Navigate to the Manage Faculty The new faculty As expected Pass
Faculty: can create a new section. should be

December 30, 1899 Team 45

 Create New faculty. Select the option to create a new successfully
Faculty faculty. created and added
to the system.
Provide necessary details for the
new faculty (e.g., name,
description).

Save the new faculty.

7 1/4/2024 Manage Ensure the Admin Navigate to the Manage Faculty The selected As expected Pass
Faculty: can edit an existing section. faculty should be
Edit Faculty faculty. successfully
Select the faculty to be edited. updated with the
Modify the details as needed. modified details.

Save the changes.

8 1/4/2024 Manage Ensure the Admin Navigate to the Manage Magazine The new As expected Pass
Magazine: can create a new section. magazine issue
Create New magazine issue. should be
Magazine Select the option to create a new successfully
Issue magazine issue. created and added
Provide necessary details for the to the system.
new issue (e.g., title, publication
date).

Save the new issue.

9 1/4/2024 Manage Ensure the Admin Navigate to the Manage Magazine The selected As expected Pass
Magazine: can edit an existing section. magazine issue
Edit should be

December 30, 1899 Team 46

 Magazine magazine issue. Select the magazine issue to be successfully
Issue edited. updated with the
modified details.
Modify the details as needed.

Save the changes.

 Table 6.5 details a series of tests conducted on specific features of Guset accounts on the EduContrib platform.
Table 6.6 Feature Testing Results for EduContrib System with Student Account.

No. Date Feature Purpose Process Expected Result Actual Result Result

1 2/4/2024 View Ensure guests Look for the option to The guest should be redirected As expected Pass
Magazine can access the access the magazine to the magazine homepage.
Homepage: magazine homepage.
Access homepage.
Magazine Click on the link or
Homepage button to access the
magazine homepage.

2 2/4/2024 Guest This test case Open the web browser The login page of the As expected Pass
Account verifies the and navigate to the "EduContrib" system is
Access functionality of login page of the displayed.
guest account "EduContrib" system.
access to the The guest enters the provided
"EduContrib" Enter the guest guest account credentials
system. account credentials correctly.
(username and
password) into the Upon clicking the "Login"
button, the system should grant

December 30, 1899 Team 47

 respective fields. access to the guest account.

Click on the "Login"

button.

3 2/4/2024 Guest This test case The guest is logged The guest can access the reports
Account verifies the access into the "EduContrib" section to view selected reports
Access permissions of the system. from each faculty.
guest account in
the "EduContrib" The system homepage The guest cannot perform
system. or dashboard is actions that require contributor
displayed. or coordinator permissions, such
as submitting articles or
changing system settings.

Access to the guest account is

restricted to viewing reports and
basic system functionalities.

6.2 Scope

The testing phase will focus on validating the functional requirements vital to the application. These requirements have been deduced
from the client's stipulations as well as user stories. Detailed within section 6.2.1 is a test log encompassing all features slated for
examination throughout the development process. Ensuring the successful fulfillment of these tests is imperative in meeting the
client's needs.

December 30, 1899 Team 48

 Table 6.6 is a quick rundown of what students can do on the EduContrib system
Table 6.7 Student Functionalities Overview in EduContrib System.

Student functionalities
Feature Description
Login User must be able login into the system

Logout User can Logout the system

New Contribution User can upload multiple photos or docx and doc files to the system

Comment Users can comment on their contributions to the Coordinator of that Faculty

Edit Contributions User can update their contributions

Download File Users can download their contributed files

Chat User can Chat with student or coordinator of that Faculty

Statistics User can see statistics

 Table 6.7 is a quick rundown of what marketing coordinator can do on the EduContrib system
Table 6.8 Marketing Coordinator Functionalities Overview in EduContrib System.

Marketing Coordinator
Feature Description
View all contributions from Coordinator can View all contributions from their faculty.
their faculty.

Provide feedback on an Coordinator can Provide feedback on an article.

article

Chat Coordinator can Chat with student or coordinator of that Faculty

Download file Coordinator can Download file on an article.

December 30, 1899 Team 49

 Table 6.8 is a quick rundown of what marketing manager can do on the EduContrib system
Table 6.9 Marketing Manager Functionalities Overview in EduContrib System.

Marketing Manager
Feature Description
Visibility of each faculty’s Marketing can visibility of each faculty’s contributions
contributions

Download all contributions Marketing can download all contributions

Download a contributions Marketing can download a contributions

 Table 6.4 is a quick rundown of what admin can do on the EduContrib system
Table 6.10 Admin Functionalities Overview in EduContrib System.

Admin
Feature Description
Manage Account Admin can manage account such as: view, add, edit, and active

Manage Role Admin can view all role

Manage Rule Admin can manage rule such as: view, add

Manage Faculty Admin can manage faculty such as: view, add, edit, and delete

Manage Magazine Admin can manage magazine such as: view, add, edit, and delete

Manage Security Admin can manage security such as: view, add

 Table 6.5 is a quick rundown of what guset can do on the EduContrib system
Table 6.11 Guest Functionalities Overview in EduContrib System.

Guest
Feature Description
View Guest can view all contributions published

Statistical Visitors can view statistical contributions by each magazine

December 30, 1899 Team 50

6.3 Sufficient Data to Fully Test.
To thoroughly test the web-based secure role-based system designed for collecting student
contributions for the university magazine, we meticulously populated the database with a diverse
range of data. This included creating user profiles for the Marketing Manager, Marketing
Coordinators representing each Faculty, and student contributors. Each profile was configured
with appropriate permissions to accurately reflect their roles within the system. Furthermore, we
ensured a comprehensive evaluation of the system's functionality by simulating various
scenarios. We submitted numerous articles in different formats, such as Word documents, and
uploaded high-quality images to test the platform's capability to handle multimedia content
effectively. Our testing also encompassed the entire contribution lifecycle. We validated the
system's ability to enforce closure dates for new entries while allowing updates until the final
closure date. Additionally, we tested the notification system to confirm that email notifications
were sent to the respective Faculty's Marketing Coordinator upon submission, with coordinators
being able to provide comments within the specified 14-day window. Access control
mechanisms were scrutinized to guarantee that Marketing Coordinators could only access
contributions from their Faculty, and that they could interact with students to edit and select
contributions for publication. We also verified the smooth functioning of administrator features,
such as managing system data like closure dates for academic years. Moreover, we tested guest
access accounts for each Faculty to ensure they could view selected reports, and validated the
statistical analysis features to provide accurate insights, such as the number of contributions and
contributors within each Faculty for academic years. Lastly, we conducted compatibility testing
across multiple devices, including mobile phones, tablets, and desktops, to ensure the interface
remained responsive and user-friendly across all platforms.

Roles Username Password

Admin cphuc3690@gmail.com Admin@123

Coordinator IT khanghoang192@gmail.com Admin@123

Coordinator GD phuxiuthu@gmail.com Admin@123

Marketing maketting@gmail.com Admin@123

Student IT phuc09012002@gmail.com Admin@123

Student GD ngodiemmy2211@gmail.com Admin@123

Student B tongvantu1994@gmail.com Admin@123

Guest guest@gmail.com Admin@123

December 30, 1899 Team 51

 6. EVALUATION AND FEEDBACK
7.1 User Feedback: Methods of Collection, Results
In order to gauge the effectiveness and user satisfaction of EduContrib, a systematic approach to
collecting user feedback was employed. Surveys and feedback forms were integrated directly
into the platform, and focus groups were organized to gather qualitative insights.

The feedback collected highlighted the user appreciation for the system’s intuitive navigation
and the efficiency of the new submission process. Constructive criticisms were received
regarding the desire for more interactive elements within the chat feature and a more detailed
dashboard for statistics. These insights informed the iterative development process, allowing for
continuous refinement of the platform.

7.2 Product Quality Evaluation: Degree of Requirement Fulfillment, Improvements

The quality of EduContrib was evaluated against predefined functional and non-functional
requirements. Compliance was measured through a combination of automated testing, user
acceptance tests, and performance benchmarks.

The evaluation showed a high degree of requirement fulfillment with all core functionalities such
as login, contribution submissions, and file downloads meeting the established criteria. The
additional features, such as the chat and statistics modules, exceeded initial expectations,
offering expanded capabilities. Nevertheless, the feedback pointed towards areas for
improvement, which included enhancing real-time interactivity and providing more granular
control over notification settings.

Through both structured user feedback and rigorous quality evaluation, the EduContrib team was
able to confirm the platform’s alignment with user needs and its readiness for broader
deployment. These evaluations were not only crucial for validating the product’s quality but also
served as a roadmap for ongoing enhancements, underlining the project’s commitment to
delivering a continually evolving and user-focused platform.

December 30, 1899 Team 52

 7. LESSONS LEARNED AND RECOMMENDATIONS FOR
IMPROVEMENT
8.1 Lessons from the Project
Throughout the EduContrib project, the "HighFive" team navigated various challenges and
celebrated numerous achievements. A significant lesson learned was the value of clear and
continuous communication, which is paramount in a collaborative environment. The team also
experienced the practical benefits of the Agile Scrum framework, particularly how regular
retrospectives can lead to continuous process improvements. Another key takeaway was the
importance of user feedback in guiding the development process; user insights were crucial in
refining the features and usability of the platform (Kerth, 2001).

8.2 Improvement Recommendations

Based on the project evaluations and user feedback, the following recommendations are
proposed:

 Enhance the real-time functionality of the chat feature to increase engagement and
immediacy in communication between students and faculty.
 Improve the granularity of notification settings to allow users more control over the
frequency and types of alerts they receive.
 Introduce a more sophisticated analytics dashboard for both students and faculty to track
engagement and performance metrics in greater depth.
 Integrate plagiarism checking feature into the system.

These enhancements aim to address user demands for a more tailored and interactive experience
and to provide administrators with more detailed insights for better decision-making (Nielsen,
2001).

Implementing these recommendations will serve not only to refine the existing functionalities of
EduContrib but also to ensure that the system continues to evolve in alignment with the needs of
its users, underpinning the "HighFive" team's dedication to delivering a dynamic and user-centric
educational platform.

December 30, 1899 Team 53

 8. CONCLUSION
As the EduContrib project comes to a culmination, it stands as a hallmark of the "HighFive"
team's commitment to enhancing the academic community's experience. The project's main
contributions lie in its transformative approach to how student contributions for university
publications are managed and curated. EduContrib streamlined the submission and review
process, introduced efficient role-based access, and facilitated real-time communication and
feedback—all within a user-friendly digital environment.

This platform not only simplifies the operational aspects of contribution management but also
opens up new avenues for student engagement, making the act of contributing more accessible
and rewarding. The implementation of features beyond the initial scope, such as in-depth
statistics and a robust chat system, has significantly extended the platform’s capabilities, setting
a new standard for educational software tools.

The importance of EduContrib cannot be overstated. It represents a leap forward in the

intersection of technology and education, bridging gaps between students, faculty, and
administrative processes. As a product of agile methodology and user-centered design, it serves
as a testament to the value of adaptability and responsiveness in software development. The
lessons learned and the feedback gathered have been indispensable in refining the platform and
will continue to guide its evolutionary path.

In closing, EduContrib is more than a project; it's a vibrant ecosystem that stands to positively
influence the academic journey of its users. It is the embodiment of innovation, collaboration,
and the relentless pursuit of excellence—the core values that the "HighFive" team champions. As
EduContrib moves forward, it will undoubtedly continue to serve as a beacon of innovation in
educational technology.

December 30, 1899 Team 54

 REFERENCES
Beck, K., Beedle, M., van Bennekum, A., Cockburn, A., Cunningham, W., Fowler, M., ... &
Kern, J. (2001). Manifesto for Agile Software Development. Agile Alliance.
https://agilemanifesto.org/

DeMarco, T., & Lister, T. (2013). Waltzing With Bears: Managing Risk on Software Projects.
Dorset House Publishing.

GitHub. (2021). About GitHub. https://github.com/about

Google. (2021). Google Workspace. https://workspace.google.com/

Kerth, N. L. (2001). Project Retrospectives: A Handbook for Team Reviews. Dorset House
Publishing.

Leffingwell, D. (2011). Agile Software Requirements: Lean Requirements Practices for Teams,
Programs, and the Enterprise. Addison-Wesley Professional.

Microsoft. (2021). ASP.NET. https://dotnet.microsoft.com/apps/aspnet

Nielsen, J. (2001). Designing Web Usability: The Practice of Simplicity. New Riders Publishing.

Rubin, K. S. (2012). Essential Scrum: A Practical Guide to the Most Popular Agile Process.
Addison-Wesley.

Schwaber, K., & Sutherland, J. (2020). The Scrum Guide. https://www.scrumguides.org/scrum-

guide.html

Schwaber, K., & Sutherland, J. (2020). The Scrum Guide. https://www.scrumguides.org/scrum-

guide.html

Leffingwell, D. (2011). Agile Software Requirements: Lean Requirements Practices for Teams,
Programs, and the Enterprise. Addison-Wesley Professional.

Norman, D. A., & Nielsen, J. (2010). Enhancing the Usability of Complex Systems. Nielsen
Norman Group.

Martin, R. C. (2008). Clean Code: A Handbook of Agile Software Craftsmanship. Prentice Hall.

Richter, J., & Cornford, J. (2013). "Web Design." Retrieved from lecture1-libre.pdf.

Marcotte, E. (2011). "Responsive Web Design." A List Apart.

https://alistapart.com/article/responsive-web-design/.

December 30, 1899 Team 55

Gardner, B. S., & Grigsby, J. (2011). "Building Mobile-First Responsive Web Design." In
Responsive Web Design by Example: Embrace responsive design with HTML5, CSS3,
JavaScript, jQuery and Bootstrap 4. Packt Publishing Ltd. Retrieved from
https://pdfs.semanticscholar.org/5f03/b251093aee730ab9772db2e1a8a7eb8522cb.pdf.

Flanagan, D. (2020). "JavaScript: The Definitive Guide." O'Reilly Media.

Caldwell, B., Cooper, M., Reid, L. G., & Vanderheiden, G. (2008). Web Content Accessibility
Guidelines (WCAG) 2.0. W3C.

Gardner, B. S., & Grigsby, J. (2011). "A Web for Everyone: Accessibility in Modern Web
Design." In Responsive Web Design by Example. Packt Publishing.

Arditi, A., & Brabyn, L. (1999). "Color and Contrast Sensitivity in the Low Vision Observer." In
Vision '99: Vision Rehabilitation: Assessment, Intervention and Outcomes. Swets & Zeitlinger
Publishers.

Nielsen, J. (2010). Website Loading Speed. Nielsen Norman Group.

https://www.nngroup.com/articles/website-speed/

Lynch, P. J., & Horton, S. (2016). Web Style Guide: Foundations of User Experience Design.
Yale University Press.

Martin, R. C. (2008). Clean Code: A Handbook of Agile Software Craftsmanship. Prentice Hall.

Gamma, E., Helm, R., Johnson, R., & Vlissides, J. (1994). Design Patterns: Elements of
Reusable Object-Oriented Software. Addison-Wesley.

Google. (2019). Minimize Critical Requests Depth. Google Developers.

https://developers.google.com/web/tools/lighthouse/audits/critical-request-chains

Efron, B. (1979). "Bootstrap Methods: Another Look at the Jackknife." Annals of Statistics, 7(1),
1-26.

Otten, J. (2015). "Understanding the Bootstrap." Wiley Interdisciplinary Reviews: Computational

Statistics, 7(6), 417-427. doi:10.1002/wics.182

Ferraiolo, D. F., & Kuhn, D. R. (1992). Role-Based Access Controls. Artech House.

Nielsen, J. (1993). Usability Engineering. Academic Press.

Sharp, H., Rogers, Y., & Preece, J. (2007). Interaction Design: Beyond Human-Computer
Interaction. Wiley.

Nielsen, J. (2001). Alertbox: Email Notifications. Nielsen Norman Group.

December 30, 1899 Team 56

 APPENDICES
 A. Source code and detailed technical documentation

 B. Meeting minutes and key decisions

 C. Detailed requirement specifications and design documents

 D. Supportive images, charts, and diagrams

December 30, 1899 Team 57