Gamificación de un entorno educativo en Ingeniería de Software: caso de estudio para la accesibilidad digital de PcD

Motivation is an essential aspect of performance and team productivity as key factors of success in software engineering. Hence, to achieve effective teaching of Software Engineering, it is required to structure an educational environment with new teaching and learning strategies. Classroom gamification has become an alternative strategy to improve the motivation and the commitment required by work teams. This paper presents a software tool to create gamified experiences in the classroom with a methodological structure designed to gamify a software engineering educational environment. The most relevant result of this work is the design of a gamified environment and an experience that, in accordance with the Educational Project of the Universidad Católica del Norte (UCN), is used in the Software Engineering Advanced Topics course where students develop software products for non-profit organizations made up of people with disabilities and their familie

METODOLOGIAS ATIVAS NO ENSINO SUPERIOR: UM MAPEAMENTO SISTEMÁTICO NO CONTEXTO DOS CURSOS DE ENGENHARIA

Active learning is all pedagogical alternatives that place the focus of learning on the students. With the mediation of competent teachers, the students learn by discovery, by investigation, and by problems. Such methodologies commonly promote more content retention and comprehension once the students are engaged in activities, whether through research, group collaborations, discussion, and problem solving. This work aimed to verify the temporal evolution of active learning methods in higher education Engineering courses, based on a systematic mapping of the literature. We observed which are the main researchers in this field, their geographic location and which methodologies are preferred in the context of these courses. From the results, we observe a growth of scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period analysed (between 2015 and 2020). We also see researchs on this field in all continents, with a predominance of studies led by American and European researchers. In the mapped studies, the inverted classroom and problem-based learning were the most identified methodologies. It demonstrates a concern of teachers in this area to promote activities with high involvement, which allow the development of personal and professional skills and competencies, even during their training period.Las metodologías activas pueden entenderse como alternativas pedagógicas que ponen el foco del aprendizaje en los alumnos. Con la mediación de profesores competentes, los alumnos aprenden a partir del descubrimiento, la investigación y los problemas. Estas metodologías suelen promover una mayor retención y comprensión de los contenidos enseñados, ya que el alumno participa en actividades, ya sea a través de la investigación, la colaboración en grupo, el debate y la resolución de problemas. Este trabajo tuvo como objetivo verificar la evolución temporal del uso de las metodologías activas en el contexto de los cursos de educación superior en Ingeniería, a partir de un mapeo sistemático de la literatura. A partir de un protocolo de investigación debidamente definido, se buscó verificar cuáles son los principales investigadores en esta área, su ubicación geográfica y cuáles son las metodologías preferidas en el contexto de estos cursos. A partir de los resultados, se pudo observar que el crecimiento en el número de publicaciones científicas sobre metodologías activas en el contexto de la Enseñanza de la Ingeniería, especialmente en los últimos cinco años del período analizado (entre 2015 y 2020). Se puede observar la realización de investigaciones en este contexto en todos los continentes, con un predominio de estudios dirigidos por investigadores americanos y europeos. En los estudios mapeados, el flipped classroom y el aprendizaje basado en problemas fueron las metodologías más identificadas. Esto demuestra una mayor preocupación entre los profesores de la zona por promover actividades con alta implicación que permitan el desarrollo de habilidades y competencias personales y profesionales durante el periodo de formación.As metodologias ativas podem ser entendidas como alternativas pedagógicas que colocam o foco do aprendizado nos estudantes. Com mediação de docentes competentes, os alunos aprendem a partir da descoberta, da investigação e por problemas. Tais metodologias comumente promovem uma maior retenção e compreensão de contéudos ensinados, uma vez que o aprendiz se encontra engajado nas atividades, seja por meio de pesquisa, colaborações em grupo, discussão e resolução de problemas. Este trabalho teve como objetivo verificar a evolução temporal do uso de metodologias ativas, no contexto dos cursos superiores de Engenharia, a partir de um mapeamento sistemático da literatura. A partir de um protocolo de pesquisa devidamente definido, buscou-se verificar quais os principais pesquisadores desta área, sua localização geográfica e quais as metodologias preferidas no contexto destes cursos. A partir dos resultados, foi possível observar que o crescimento do número de publicações científicas sobre metodologias ativas no contexto da Educação em Engenharia, em especial nos últimos cinco anos do período analisado (entre 2015 e 2020). Pode-se notar a realização de pesquisas neste contexto em todos os continentes, com predomínio de estudos liderados por pesquisadores americanos e europeus. Nos estudos mapeados, a sala de aula invertida e a aprendizagem baseada em problemas foram as metodologias mais identificadas. Isso demostra uma maior preocupação dos professores da área em promover atividades com elevado envolvimento, que permitam o desenvolvimento de habilidades e competências pessoais e profissionais, ainda no período de formação

A Study about the Knowledge and Use of Requirements Engineering Standards in Industry

Context: The use of standards is considered a vital part of any engineering discipline. So one could expect that standards play an important role in Requirements Engineering (RE) as well. However, little is known about the actual knowledge and use of RE-related standards in industry. Objective: In this article, we investigate to which extent standards and related artifacts such as templates or guidelines are known and used by RE practitioners. Method: To this end, we have conducted an questionnaire-based online survey. We could analyze the replies from 90 RE practitioners using a combination of closed and open-text questions. Results: Our results indicate that the knowledge and use of standards and related artifacts in RE is less widespread than one might expect from an engineering perspective. For example, about 45\% of the respondents working as requirements engineers or business analysts do not know at least one of the two core standard in RE. Participants in our study mostly use standards by personal decision rather than being imposed by their respective company, customer, or regulator. Beyond insufficient knowledge, we also found cultural and organizational factors impeding the widespread adoption of standards in RE. Conclusions: Overall, our results provide empirically informed insights into the actual use of standards and related artifacts in RE practice and - indirectly - about the value that the current standards create for RE practitioners.Comment: Preprint accepted for publication at IEEE Transactions on Software Engineerin

An ebd-enabled design knowledge acquisition framework

Having enough knowledge and keeping it up to date enables designers to execute the design assignment effectively and gives them a competitive advantage in the design profession. Knowledge elicitation or acquisition is a crucial component of system design, particularly for tasks requiring transdisciplinary or multidisciplinary cooperation. In system design, extracting domain-specific information is exceedingly tricky for designers. This thesis presents three works that attempt to bridge the gap between designers and domain expertise. First, a systematic literature review on data-driven demand elicitation is given using the Environment-based Design (EBD) approach. This review address two research objectives: (i) to investigate the present state of computer-aided requirement knowledge elicitation in the domains of engineering; (ii) to integrate EBD methodology into the conventional literature review framework by providing a well-structured research question generation methodology. The second study describes a data-driven interview transcript analysis strategy that employs EBD environment analysis, unsupervised machine learning, and a range of natural language processing (NLP) approaches to assist designers and qualitative researchers in extracting needs when domain expertise is lacking. The second research proposes a transfer-learning method-based qualitative text analysis framework that aids researchers in extracting valuable knowledge from interview data for healthcare promotion decision-making. The third work is an EBD-enabled design lexical knowledge acquisition framework that automatically constructs a semantic network -- RomNet from an extensive collection of abstracts from engineering publications. Applying RomNet can improve the design information retrieval quality and communication between each party involved in a design project. To conclude, this thesis integrates artificial intelligence techniques, such as Natural Language Processing (NLP) methods, Machine Learning techniques, and rule-based systems to build a knowledge acquisition framework that supports manual, semi-automatic, and automatic extraction of design knowledge from different types of the textual data source