Abstract

Abstract

Abstract
In a modern society, seniors want to be a part of the digital world and the research in progress seeks to present whether through Serious Games can help their learning process and understanding of cybersecurity when online browsing, namely, deciding which actions to make when facing an eminent threat. this position paper aims to presents a new research on how Serious Games can help seniors to become more aware in the cybersecurity theme and how to be more careful when search the web. In this research the methodology apply is the Action Research, by identifying the problem - lack of knowledge that seniors have on the online threats and promoting an action - the Serious Game played to teach and motivate the senior to become safer online.

Abstract

Abstract
Serious Games have been used in professional training to increase employee engagement and improve the results of training initiatives in this context. This work intends to investigate the influence of game elements, in adaptable Serious Games, according to the users' interactions, in the increase of engagement in the game itself and, as the main objective, in the learning outcomes and the transfer of the acquired knowledge and practised skills to activities in the daily work. Using the Design Science Research methodology, this study is intended to develop a framework for the development and evaluation of Serious Games to improve the user experience, the learning outcomes, the transfer of knowledge to work situations, and the application of skills practised in the game in real professional scenarios. © 2021 Associacao Portuguesa de Sistemas de Informacao. All rights reserved.

Abstract
The 2019/2020 school year will always be remembered for the impact of the COVID-19 pandemic. For the first time in recent history, countries closed schools and forced instructors and students to quickly adjust to online classes. This sudden and forced shift to a method of teaching that was completely different from what we were used to presented several challenges and opportunities on a pedagogical level. In this paper we describe our experience as instructors in a course on microprocessor programming in the Master's Degree in Computer Science and Computing Engineering at the Faculty of Engineering of the University of Porto. Our approach included changes to the assessment plan, which became more distributed, and improvements in communication between students and instructors through the use of Slack. We found that the changes introduced were not only very well received by students, but also resulted in the best exam attendance and average final grade in the last 10 years of the course's history.