Software Engineering is a discipline in which academics learn to carry out the planning and development of quality software. Among the notable difficulties encountered in their teaching are ways of learning that encourage academics and make them implement the knowledge necessary to be used in the industry. In this context, it is important to make use of effective games so that the teaching-learning process can both transmit its concepts and motivate students. Based on this, this work presents an experience report of the use of ConES, an RPG game that was applied in a class of Computer Science undergraduates to verify if the game can be used satisfactorily as a teaching aid tool of Software Engineering. Initial analyzes of the questionnaire applied to the participants indicate that ConES manages to instigate participants to learn more about the area and encourage creativity in solving proposed problems.

UM MAPEAMENTO DOS TIPOS DE JOGOS EM RELAÇÃO AOS NÍVEIS DA TAXONOMIA REVISADA DE BLOOM RESUMO: Realizar uma análise das principais características de cada tipo de jogo que foi identificado em uma revisão sistemática da literatura, indicando quais seus pontos positivos e negativos em relação ao uso no processo de ensino aprendizagem, bem como apresentar um mapeamento que relaciona quais os níveis de aprendizado na dimensão do conhecimento e na dimensão do processo cognitivo da taxonomia revisada Bloom cada um dos jogos retornados da revisão sistemática da literatura conseguiu atingir, posteriormente fazendo uma média geral dos níveis para cada tipo de jogo encontrado. O mapeamento apresentado neste trabalho serve como base norteadora para trabalhos futuros que visem utilizar algum tipo de jogo que auxilie no processo de ensino aprendizagem.Palavras-chave: Jogos, Revisão Sistemática, Ensino, Educação. Agradecimentos:Este trabalho pertence ao projeto SPIDER/UFPA (http://www.spider.ufpa.br).

A Engenharia de software é uma das disciplinas que permite que acadêmicos consigam realizar o desenvolvimento de software. Uma das dificuldades em relação ao seu ensino é identificar formas de aprendizagem que consigam motivar os acadêmicos e fazer com que eles efetivem o conhecimento necessário para ser utilizado na indústria. Com base nisso, este trabalho apresenta um protótipo de um role-playing game que possa ser utilizado como ferramenta para auxiliar no ensino da construção de produtos de software. Foram feitas duas avaliações com estudantes de diferentes níveis de experiência na área de Engenharia de Software, todos cursavam graduação em Ciência da Computação. As avaliações do protótipo indicaram que as mecânicas elaboradas são satisfatórias para que o jogo seja usado em um contexto de sala de aula, para que seja possível verificar a sua eficácia como ferramenta de apoio ao ensino.

Background: Exploratory testing has been used in the industry mainly to meet the needs of agile testing processes. In an agile scenario, this testing approach is important to facilitate changes constantly, which helps agile projects successfully. One of the ways to achieve success more easily is if the test process follows guides that provide structured activities. Problem Analysis: In this context, some studies have identified that software engineering does not understand how to apply exploratory testing approaches in a systematic way, involving both design and execution activities. After a review of the literature, it has been noticed that professionals performing exploratory testing focus only on execution activities. In an academic scenario, the literature review has evidenced that content about exploratory testing is not usually taught, and it is important that the professional acquires enough basic skills to apply it through structured activities. Purpose: In this context, this article presents an analysis and discussion of the results obtained in an experiment that applied a syllabus proposed by the author, using active methodologies to teach the Exploratory Test Design and Execution being applied and testing the approach in a systematic way. The teaching plan elaborated upon and used as part of the syllabus is based on “learning by doing” in an interactive way, that is, providing student-centered teaching in order to make such an approach more beneficial to the student and, conditioning them to obtain the expected competences in the industry. Methods: The strategies to carry out the research were as follows: (i) a review of the literature to identify gaps in the knowledge about activities performed in the exploratory testing process; then, to elaborate upon the syllabus proposed, (ii) equivalence mapping was carried out on some guides and curricula related to the research theme; (iii) a survey was conducted to identify the tools, techniques, and work products usually used by professionals in the industry; (iv) a teaching plan, based on active methodologies, was produced using the proposed syllabus; (v) then, for the application of this teaching plan in an experiment, a statistical analysis was performed using the two-tailed Student-t approach for independent samples. Results: For this, both groups (experiment and control) were analyzed using the two-tailed Student-t technique, and we noticed that significant statistical gains were reached with the use of the proposed approach, compared to the control group. All participants reported that some basic test concepts, if adopted in their courses, could contribute positively. The participation made them (students) more active in the classes provided by active pedagogical practices, especially when remote teaching was applied; this broke down barriers to communication with their classmates. Conclusion: The results show that the use of active methodologies can provide benefits to the learning of Exploratory Test Design and Execution systems as they allow the application of tools in line with real scenarios observed in software development companies; these results also encourage new studies to explore these ideas further.