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Sobre
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Sobre

Exerço funções de Professor Auxiliar no Departamento de Engenharia Informática da Faculdade de Engenharia da Universidade do Porto (FEUP), onde lecciono unidades curriculares nas áreas da Engenharia de Software, Metodologias Ágeis e Arquitetura de Software (frameworks e padrões). Sou investigador no Software Engineering Research Group na FEUP onde me foco na gestão colaborativa de conhecimento software e na aprendizagem de software e da engenharia de software. Sou investigador sénior no INESC TEC e membro do Hillside Group. A minha tese de doutoramento em Engenharia de Software entitulou-se: "Patterns and Tools for improving Framework Understanding: a Collaborative Approach”. Mais recentemente tenho centrado a minha investigação na aplicação de técnicas de jogos para a melhoria da aprendizagem da engenharia de software. 

Tópicos
de interesse
Detalhes

Detalhes

  • Nome

    Nuno Flores
  • Cluster

    Informática
  • Cargo

    Investigador Afiliado
  • Desde

    25 março 1998
001
Publicações

2020

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

Autores
Flores, N; Paiva, ACR; Cruz, N;

Publicação
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

Autores
Torres, M; Flores, N; Torres, R;

Publicação
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

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

Publicação
Procedia Computer Science

Abstract

2017

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

Autores
Flores, N; Aguiar, A;

Publicação
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

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

Publicação
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.

Teses
supervisionadas

2019

Gamificação de um Ambiente Colaborativo de Aprendizagem de Frameworks

Autor
Tiago dos Santos Moreira

Instituição
UP-FEUP

2018

Game Design Patterns in Serious Games for Software Engineering Education

Autor
João Miguel Fidalgo Esteves Nogueira

Instituição
UP-FEUP

2018

Indicadores de Desempenho em Equipas de Desenvolvimento de Software

Autor
João Pedro Pacheco de Figueiredo

Instituição
UP-FEUP

2018

Patient Generated Health Data by Glintt

Autor
João Luís Maia Gomes

Instituição
UP-FEUP

2018

Enhancing Game-based Software Project Estimation Learning with Personality Traits

Autor
Diogo Miguel Sousa Barroso

Instituição
UP-FEUP