Sandro Ronaldo Bezerra Oliveira

Software engineering is a subject that enables students to develop software. Despite its importance, one challenge in teaching it is finding educational methods that inspire students and help them acquire the knowledge necessary to work in the industry. This article presents ConES , a role-playing game that can be used to support the teaching of software engineering, focusing on the construction of software products.The research is applied, exploratory and descriptive, combining qualitative and quantitative evidence. Following a systematic literature mapping, the game design and the validation of two prototypes, an exploratory case study was conducted in a classroom with 20 Computer Science students, using a learning style questionnaire, a background and motivation questionnaire, a nine item feedback questionnaire on a four point scale, and a SWOT analysis. The global feedback index reached 3.59 out of 4.00, 92.2% of the 180 ratings were positive, and all nine items were significantly above the midpoint of the scale. The fun and challenge of the dynamics rated highest and the amount of building blocks lowest, and 90% of participants considered that other subjects would benefit.The results showed the effectiveness of ConES as a support tool and its applicability in a teaching environment.

Grounded theory is a qualitative research method in which researchers develop theoretical schemes based on data. During in-depth studies of grounded theory, particularly with regard to the search for mechanisms to apply the selective coding technique, no systematic protocol or process could be found in the literature to guide this step. This suggests an absence of formalized processes or protocols for this coding procedure. This study proposes a methodology for conducting the selective coding stage of grounded theory. This is justified by the fact that providing this protocol to the academic community will enable researchers to follow a set of procedures for performing selective coding. This work therefore aims to present a methodology for executing the selective coding process based on analytical outputs generated in open and axial coding. To this end, a literature review was conducted to identify relevant studies, explore the associated concepts, analyze case studies, and develop the proposed methodology. The result of this study is a methodology for executing the selective coding of grounded theory, based on a case study of the adoption of a Brazilian software ecosystem focused on educational management. This method stands out for its presentation of: the systematization of a process for researchers to follow, eliminating the need to define what is important or necessary for selective coding; the use of selective coding analytical tools in a logical sequence based on phases not yet found in the literature; positive and favorable results were obtained in the theoretical validation phase of the case study, meaning that the methodology successfully achieved Grounded Theory’s ultimate goal of constructing a theoretical scheme recognized by the research participants as a faithful and reasonable explanation of their experience.

Nonfunctional Requirements (NFRs) and User Experience (UX) are essential for developing robust, effective and user-centred software systems. However, these aspects are often addressed in a fragmented manner within Computing curricula, typically confined to specific subjects such as Software Engineering (SE) and Human-Computer Interaction (HCI). This article aims to map the content and competencies related to NFRs and UX across four key computing curriculum frameworks: the Brazilian Computing Curricula Guidelines (RF-CC-2017), the ACM/IEEE Computing Curricula 2020 (CC2020), the Software Engineering Body of Knowledge (SWEBOK v4.0) and the Software Engineering Competency Model (SWECOM 1.0). Using a structured mapping methodology supported by expert validation, the study reveals conceptual and educational similarities between the analyzed documents. The results suggest significant opportunities for interdisciplinary integration between SE and HCI in Computing education, emphasizing content alignment, practical competencies, and shared design principles. The findings offer theoretical and practical contributions to curriculum design by proposing concrete guidelines for cohesive, interdisciplinary integration of NFRs and UX in Computing programmes.

This paper presents a qualitative evaluation of an experiment involving the application of active methodologies to the teaching of Software Process Improvement (SPI). Recognizing that many academic courses cover SPI theoretically but inadequately prepare students for real-world challenges in the software industry, this work proposes the application and qualitative evaluation of a curriculum structured around active methodologies. The study is grounded in widely recognized models, such as the Capability Maturity Model Integration (CMMI) and the Brazilian Software Process Improvement Reference Model (MR-MPS-SW). The methodology used involved three main stages: mapping the essential SPI knowledge assets, conducting expert interviews, and peer review to validate the developed materials. An experiment was conducted with two groups of students to compare traditional teaching approaches with the proposed active methodologies. The qualitative results showed an expected improved performance in the experimental group, highlighting an improved ability to apply concepts in practice. Despite limitations such as the absence of subsequent evaluations in real professional settings and the requirement for continuous content updates, the study suggests that adopting active methodologies can effectively develop practical competencies that are crucial for future professionals.

The teaching activity requires organization and planning of actions that will be applied in the classroom. Instruments that help the teacher in this process are extremely important to enhance the teaching-learning process. In this sense, the objective of this work is to present a course plan and teaching plan for the discipline of Software Analysis and Design with emphasis on active teaching methodologies. To meet this objective, the following steps were used as a methodology: literature review on the teaching approach of Software Analysis and Design; mapping of competencies between the ACM/IEEE and SBC curricula for the Computer Science course related to Software Analysis and Design; analysis of the main Pedagogical Projects of the IFES Course in Brazil for the Computer Science course; structuring of the course plan and teaching plan for the teaching of Software Analysis and Design; and evaluation based on Peer Review of the two instruments, the course plan and the teaching plan. As main results, the following can be highlighted: the development of the course plan contemplating the main active methodologies identified in the literature, with emphasis on the aspects of Quality in Software Analysis and Design; indication of basic literature for the teaching of Software Analysis and Projects; presentation of methodological procedures; and development of the teaching plan using iconography and resources to stimulate and facilitate students' understanding.

Introduction: Games are entertainment tools that have a significant impact on modern culture. They are a necessary condition for the cultural consolidation of a society. Objective: In this context, this paper aims to present the cultural context of the Tekohá game, created to raise awareness among players about environmental preservation, in line with the COP30 event. Methodology: The game is inspired by Pará’s cultural heritage, incorporating elements such as Brazilian folklore legends, native animals, and traditional cuisine. Results: Relevant data on environmental issues affecting the municipalities featured in the game were collected, along with information on local culture, local cuisine, and other regional customs.

Introdução: A imersão surge como uma abordagem promissora no ensino-aprendizagem, por seu potencial de criar experiências profundas e significativas por meio de diversas estratégias pedagógicas. Objetivo: Este trabalho investiga como fomentar a aplicação de metodologias imersivas por meio do uso de elementos de gamificação para alunos de Pedagogia. Metodologia: A partir da ferramenta Octalysis Framework e de uma Revisão Sistemática da Literatura, foi desenvolvido o jogo de tabuleiro EducaVerso, inspirado na temática de Jornada Galáctica, com o objetivo de promover educação por meio de elementos gamificados e metodologias imersivas. Resultados: Como resultados obtidos têm-se as dinâmicas, mecânicas e os instrumentos do jogo de tabuleiro, e como esperado pretende-se aplicar o jogo em uma turma de Licenciatura de Pedagogia e avaliar sua eficiência.

Introdução: A gamificação e os jogos educacionais têm ganhado destaque como ferramentas eficazes para promover aprendizado significativo. Objetivo: Este trabalho investiga o uso da gamificação como estratégia para engajar alunos no aprendizado do idioma inglês. Metodologia: A partir da ferramenta Octalysis Framework, foi desenvolvido um jogo de tabuleiro chamado Expressa, inspirado na temática de Harry Potter, com o objetivo de estimular a interação e a prática da língua inglesa de forma dinâmica. O jogo foi testado em dois estudos de caso, um com alunos de um curso livre de inglês e outro com universitários do curso de Letras-Inglês. Resultados: Os resultados indicam que a gamificação contribuiu para o engajamento e a motivação dos estudantes, além de reforçar a prática do idioma.