Abstract
Learning and understanding a framework is usually a major obstacle to its effective reuse. Before being able to use a framework successfully, users often go through a steep learning curve by spending a lot of effort understanding its underlying architecture and design principles. This is mainly due to users having to understand not only single isolated classes, but also complex designs of several classes whose instances collaborate for many different purposes, and using many different mechanisms. In addition, frameworks are also full of delocalized plans, and use inheritance and delegation intensively, which makes their design more difficult to grasp. How to obtain the necessary information from the framework itself and its accompanying documentation is the main problem with framework understanding. Considering its importance, this paper presents an initial attempt to capture, in the pattern form, a set of proven solutions to recurrent problems of understanding frameworks. The fundamental objective of this work is to help non-experts on being more effective when trying to learn and understand object-oriented frameworks. © 2008 is held by the author(s).

Abstract
Motivation and engagement play a crucial role in student success in a course. Students may lose interest or underestimate courses that tackle non-core learning outcomes to their specific curriculum or program. Gamification, using game elements (e.g., rewards, challenges) in non-game contexts, is one way to motivate and engage students. Some educational courses use project-based learning, where students tackle problems, overcome obstacles, and gain knowledge. Quest-based games are designed as systems of challenges that players must complete to advance and win the game. They were linked with education by applying specific game mechanics to a computing course unit. This paper case studies the application of a quest-based gamification approach in a mandatory software engineering course to boost engagement among higher education students. Results were collected through observational methods and surveying the students, indicating a tendency for higher grades in course years implementing gamification while maintaining satisfactory levels of motivation and engagement. © 2023 International Conference on Higher Education Advances. All rights reserved.