Cookies Policy
The website need some cookies and similar means to function. If you permit us, we will use those means to collect data on your visits for aggregated statistics to improve our service. Find out More
Accept Reject
  • Menu
About
Download Photo HD

About

I'm an Assistant Professor at the Department of Informatics Engineering at the Faculty of Engineering of University of Porto (FEUP), lecturing courses on Software Engineering, Agile Software Development and Software Architecture (frameworks and patterns). I'm a researcher at the Software Engineering Research Group at FEUP, conducting work aimed at collaborative software knowledge management and software engineering education, and a senior investigator at INESC TEC and member of the international Hillside Group. My PhD thesis on Software Engineering was entitled “Patterns and Tools for improving Framework Understanding: a Collaborative Approach”. My most recent research interests are applying game-like techniques to improve software engineering education.

Interest
Topics
Details

Details

  • Name

    Nuno Flores
  • Cluster

    Computer Science
  • Role

    Affiliated Researcher
  • Since

    25th March 1998
001
Publications

2020

Teaching software engineering topics through pedagogical game design patterns: An empirical study

Authors
Flores, N; Paiva, ACR; Cruz, N;

Publication
Information (Switzerland)

Abstract
Teaching software engineering in its many different forms using traditional teaching methods is difficult. Serious games can help overcome these challenges because they allow real situations to be simulated. However, the development of serious games is not easy and, although there are good practices for relating game design patterns to teaching techniques, there is no methodology to support its use in a specific context such as software engineering. This article presents a case study to validate a methodology that links the Learning and Teaching Functions (LTF) to the Game Design Patterns (PIB) in the context of Software Engineering Education. A serious game was developed from scratch using this methodology to teach software estimation (a specific topic of software engineering). An experiment was carried out to validate the effectiveness of the game by comparing the results of two different groups of students. The results indicate that the methodology can help to develop effective educational games on specific learning topics. © 2020 by the authors.

2020

Fostering soft and hard skills for innovation among informatics engineering students

Authors
Torres, M; Flores, N; Torres, R;

Publication
Journal of Innovation Management

Abstract
Informatics engineers are currently in the spotlight of innovation. It is, therefore, relevant to analyse and reflect on how higher education can, and should, prepare future engineers to innovate as expected in this ever-changing world. This paper aims to further research and foster scholarly debate regarding the requirements and implications of teaching innovation. For that purpose, we examine an exploratory case study on interdisciplinary cooperation between two higher education courses, designed to promote students’ active learning of innovation through the progressive development of their soft and hard skills. Both courses engaged in an emancipatory pedagogical approach, mostly grounded in project-based work, active learning, and formative assessment. To obtain feedback on this interdisciplinary cooperation, questionnaires were devised to ascertain the students’ perceptions about this pedagogical approach. Individual responses were collected from both courses and data was analysed through simple statistical procedures. Articulating a priori soft skills development with a posteriori hard skills learning process is perceived by students as beneficial in gradually, yet successfully, understanding the subject of innovation. Also, there were even some external success indicators which showed the recognition of successful innovation skills development in informatics engineering students. Thus, according to students’ perceptions of their experience with an emancipatory pedagogy that connected soft with hard skills development, we conclude that such approach encouraged students to create new knowledge and allowed them to develop the necessary skills to innovate.

2018

End-to-end Automatic Business Process Validation

Authors
Paiva, ACR; Flores, NH; Faria, JP; Marques, JMG;

Publication
Procedia Computer Science

Abstract

2017

Learning Frameworks in a Social-Intensive Knowledge Environment - An Empirical Study

Authors
Flores, N; Aguiar, A;

Publication
INTERNATIONAL JOURNAL OF SOFTWARE ENGINEERING AND KNOWLEDGE ENGINEERING

Abstract
Application frameworks are a powerful technique for large-scale reuse, but require a considerable effort to understand them. Good documentation is costly, as it needs to address different audiences with disparate learning needs. When code and documentation prove insuficient, developers turn to their network of experts. Nevertheless, this proves difficult, mainly due to the lack of expertise awareness (who to ask), wasteful interruptions of the wrong people and unavailability ( either due to intrusion or time constraints). The DRIVER platform is a collaborative learning environment where framework users can, in a non-intrusive way, store and share their learning knowledge while following the best practices of framework understanding (patterns). Developed by the authors, it provides a framework documentation repository, mounted on a wiki, where the learning paths of the community of learners can be captured, shared, rated, and recommended. Combining these social activities, the DRIVER platform promotes collaborative learning, mitigating intrusiveness, unavailability of experts and loss of tacit knowledge. This paper presents the assessment of DRIVER using a controlled academic experiment that measured the performance, effectiveness and framework knowledge intake of MSc students. The study concluded that, especially for novice learners, the platform allows for a faster and more effective learning process.

2016

iLearnTest - framework for educational games

Authors
Paiva, ACR; Flores, NH; Barbosa, AG; Ribeiro, TPB;

Publication
2ND INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES,HEAD'16

Abstract
Games are a part of human life since ancient times, present not only at childhood but throughout most of our adult life. A growing area of research focuses on the development of games for teaching and learning in various areas of expertise. These are called serious games. They intend to capture the attention, to motivate and to encourage user engagement through the use of recreational and entertainment elements, thus facilitating the learning process. This article describes iLearnTest, a framework for developing serious online games which are capable of supporting education of several subjects, allowing for a suitable training of participants, thus preparing them to meet the job market needs. This paper describes the architecture of the framework, the structure of the game and presents some results from performed experiments as to validate the overall approach. (C) 2016 The Authors. Published by Elsevier Ltd.

Supervised
thesis

2019

Gamificação de um Ambiente Colaborativo de Aprendizagem de Frameworks

Author
Tiago dos Santos Moreira

Institution
UP-FEUP

2018

Game Design Patterns in Serious Games for Software Engineering Education

Author
João Miguel Fidalgo Esteves Nogueira

Institution
UP-FEUP

2018

Indicadores de Desempenho em Equipas de Desenvolvimento de Software

Author
João Pedro Pacheco de Figueiredo

Institution
UP-FEUP

2018

Enhancing Game-based Software Project Estimation Learning with Personality Traits

Author
Diogo Miguel Sousa Barroso

Institution
UP-FEUP

2018

Patient Generated Health Data by Glintt

Author
João Luís Maia Gomes

Institution
UP-FEUP