Software Ecosystems are comprised of a technology platform, business models, internal and external developers, and engaging users. The popularity of smartphones brought along the mobile software ecosystems, such as iOS and Android, which are composed of a platform, a community of users and developers, mobile applications, and online application store, and evangelists that often promote the ecosystem. Given the recent nature of the topic, this paper aims to revisit the state-of-the-art through a systematic literature mapping. We found 63 publications on the topic of mobile software ecosystems that were categorized by year (almost 50% of the publications are from 2015 and on), by author (a few collaboration clusters were identified), and by the mobile ecosystems characteristics (most publications discuss business or technical aspects) and elements (applications and the platform are the most discussed topics followed by the developers and the users). Our results provide an up-to-date map of the topic for those interested in mobile software ecosystems.

Mobile software ecosystem (MSECO) is a new software development paradigm for mobile technologies, having three main dimensions, namely: Technical, Business and Social. The literature has a considerable number of studies on technical and business dimensions, but only a few studies focus on the social aspects of MSECOs. However, the literature has enough to provide evidence that the actors involved, such as developers, are crucial to an MSECO. This study aims to complement earlies studies by describing new social factors that influence developers to work in a MSECO. We conducted a systematic literature review in order to identify these new factors, and a field study in which 20 developers were interviewed to understand how these factors can influence them to join or keep participating in a MSECO. We found that developer become more rigorous to continue participating then to adopt a MSECO.

Mobile Software Ecosystem (MSECO) is the kind of ecosystem in which developers build applications to attend the users of mobile technologies (e.g., Android and iOS). In an MSECO, the developers are responsible for the creation of new software solutions, and this drives the ecosystem profits. Therefore, we aimed to identify which business factors are considered important to developers and how they affect them to participate in an MSECO. To do so, we conducted: i) a Systematic Mapping Study to reach the MSECO studies regarding developers' motivation; and ii) a Field Study to verify the findings based on interviews with 20 developers of mobile technologies. As a result, we found 12 business factors (e.g., Market Opportunities, Distribution Channels) that affect developers to adopt and participate in an MSECO, as well as some opinions about each factor. As an output, we aim to support developers regarding which factors may become important to them through the opinion of these business factors by other developers. CCS CONCEPTS• Software and its engineering → Ubiquitous and mobile computing; Empirical studies in ubiquitous and mobile computing.

The global pandemic of COVID19 demanded that professors rethink teaching strategies considering the use of online environments due to the social isolation stipulated to reduce the rate of contagion of the disease. A challenge for software engineering professors is to develop fundamental professional skills in students who are in the process of learning using these virtual environments. The purpose of this study is to identify how an online educational hackathon can support students of a Software Engineering program to develop professional skills. We also seek to understand how intense collaboration takes place between student teams, considering the digital context for the production of a technological solution. We conducted a Case Study on an educational hackathon that took place in the online context, collecting data through questionnaires, interviews, and observations. As some results, the skills that students most considered that this hackathon helped them to develop were communication, initiative, and creativity/innovation, among others. Also, the strategies of collaboration adopted by the students during this competition, considering the remote context. Therefore, the main contribution is the identification of how the realization of this event supported students to develop professional skills and to practice collaboration skills with each other. CCS CONCEPTS• Social and professional topics → Computing education.