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.

Abstract
Business Process Testing is the act of validating that end-to-end transactions through enterprise systems continue to work correctly as the underlying packaged applications evolve. End-to-end automatic business process validation can be a challenging task, but an important way to check that business rules continue to work properly and that problems are detected and corrected as soon as possible. This paper presents the design of a test automation platform, ETAP-Pro, to test end-to-end business processes that aims to overcome some challenges in validating business processes. © 2018 The Authors. Published by Elsevier B.V.

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.

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.

Abstract
Software testing is an important part of the software development lifecycle. As it is a highly sought-after skill in the industry, it is not surprising that there has been a great deal of research into the teaching of software testing in higher education. Most of this research proposes or evaluates pedagogical approaches or software testing tools to assist teachers in educating the next generation of software engineers. These evaluations are often limited to measuring teachers' opinions about the use of a novel pedagogical approach or an educational tool and students' acceptance and performance in terms of desired software testing skills. While tools and pedagogical approaches address specific aspects of a course, to date, little attention has been paid to the opinions of the students about all the individual aspects of a software testing course. This paper aims to address this missing student perspective by taking a holistic view of software testing course designs. To address this gap, an exploratory study was performed by distributing a questionnaire to 103 students from ten different courses to gauge their opinions on a software testing course they are enrolled in. The results show that students generally have a positive perception of the different aspects of their software testing course. However, several areas for improvement were suggested based on the gathered data.

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.