Abstract
Games with purposes beyond entertainment, the so-called serious games, have been useful tools in professional training, especially in engaging participants. However, their evaluation and, also, their adaptable characteristics to different scenarios, audiences and contexts remain challenges. This paper examines the application of serious games in professional training, their results and adaptable ways to achieve certain goals. Using the Design Science Research (DSR) methodology, a framework was built to develop and evaluate serious games to improve user experience, learning outcomes, knowledge transfer to work situations, and the application of the skills practised in the game in real professional settings. At this stage, the investigation presents a framework regarding the triangulation of data collected from a systematic literature review, focus groups and interviews. Following the DSR methodology, the next steps of this investigation, listed at the end of the paper, are the demonstration of the framework in serious game development and the evaluation and validation of this artefact.

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Platforms to support novices learning to program are often accompanied by automated next-step hints that guide them towards correct solutions. Many of those approaches are data-driven, building on historical data to generate higher quality hints. Formal specifications are increasingly relevant in software engineering activities, but very little support exists to help novices while learning. Alloy is a formal specification language often used in courses on formal software development methods, and a platform-Alloy4Fun-has been proposed to support autonomous learning. While non-data-driven specification repair techniques have been proposed for Alloy that could be leveraged to generate next-step hints, no data-driven hint generation approach has been proposed so far. This paper presents the first data-driven hint generation technique for Alloy and its implementation as an extension to Alloy4Fun, being based on the data collected by that platform. This historical data is processed into graphs that capture past students' progress while solving specification challenges. Hint generation can be customized with policies that take into consideration diverse factors, such as the popularity of paths in those graphs successfully traversed by previous students. Our evaluation shows that the performance of this new technique is competitive with non-data-driven repair techniques. To assess the quality of the hints, and help select the most appropriate hint generation policy, we conducted a survey with experienced Alloy instructors.

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Context: Testing activities are essential for the quality assurance of mobile applications under development. Despite its importance, some studies show that testing is not widely applied in mobile applications. Some characteristics of mobile devices and a varied market of mobile devices with different operating system versions lead to a highly fragmented mobile ecosystem. Thus, researchers put some effort into proposing different solutions to optimize mobile application testing. Objective: The main goal of this paper is to provide a categorization and classification of existing testing infrastructures to support mobile application testing. Methods: To this aim, the study provides a Systematic Mapping Study of 27 existing primary studies. Results: We present a new classification and categorization of existing types of testing infrastructure, the types of supported devices and operating systems, whether the testing infrastructure is available for usage or experimentation, and supported testing types and applications. Conclusion: Our findings show a need for mobile testing infrastructures that support multiple phases of the testing process. Moreover, we showed a need for testing infrastructure for context-aware applications and support for both emulators and real devices. Finally, we pinpoint the need to make the research available to the community whenever possible.

Abstract
Software testing plays a fundamental role in software engineering, involving the systematic evaluation of software to identify defects, errors, and vulnerabilities from the early stages of the development process. Education in software testing is essential for students and professionals, as it promotes quality and favours the construction of reliable software solutions. However, motivating students to learn software testing may be a challenge. To overcome this, educators may incorporate some strategies into the teaching and learning process, such as real-world examples, interactive learning, and gamification. Gamification aims to make learning software testing more engaging for students by creating a more enjoyable experience. One approach that has proven effective is to use serious games. This paper presents a novel serious game to teach white-box testing test case design techniques, named GAMFLEW (GAMe For LEarning White-box testing). It describes the design, game mechanics, and its implementation. It also presents a preliminary evaluation experiment with students to assess the usability, learnability, and perceived problems, among other aspects. The results obtained are encouraging.