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Critical thinking consists in analysing and evaluating the coherence of reasoning. This ability is crucial when we talk about software quality (SQ). SQ is closely related with the engineer’s ability to judge and discriminate between solutions correctly, so students are required to analyse, evaluate and draw conclusions. Critical thinking, therefore...
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This study aims to produce an instrument for assessing mathematical critical thinking skills on material derived from algebraic functions that have been tested for validity. The form of research carried out is research and development and the development model used is a 4-D model (Define, Design, Develop, Disseminate). The research location is at S...
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... In this research, the use of active methodological approaches directly impacted both the software deliverables and high motivational interest for the elaboration of the students' ideation, led by a strong interest in entrepreneurship. Furthermore, these students achieved high-level skills and competencies, especially in communication during pitch presentations, delivering improved artefacts [1] and diagrams focusing on the end-user. ...
The primary objective is to emphasize the merits of active methodologies and cross-disciplinary curricula in Requirement Engineering. This direction promises a holistic and applied trajectory for Computer Engineering education, supported by the outcomes of our case study, where artifact-centric learning proved effective, with 73% of students achieving the highest grade. Self-assessments further corroborated academic excellence, emphasizing students' engagement in skill enhancement and knowledge acquisition.
... There is an interesting study [48] where the authors address the main reasons why current software systems are so insecure, pointing out the lack of empirical research in the area of Software Engineering to understand better where and why security-critical bugs arise in the software development life cycle. The lack of tools at all levels of the software development cycle to automatically detect coding vulnerabilities, and finally, he points out that a significant factor is that the training of today's students will impact tomorrow's engineers, so both educational institutions and engineering teachers must integrate security into their curricula [49,50]. ...
Software development must be based on more than just the experience and capabilities of your programmers and your team. The importance of obtaining a quality product lies in the risks that can be exploited by software vulnerabilities, which can jeopardize organizational assets, consumer confidence, operations, and a broad spectrum of applications. Several methods, techniques, and models have been suggested and developed to address software security. However, only a few have solid evidence for creating secure software applications. The main objective of this paper is to survey the literature for methods or models suitable for considering the integration of security in all or some of the phases of the software development life cycle and which ones are most considered or neglected. This study represents the beginning of research to generate a methodology that integrates security practices in agile software development, allowing inexperienced developers to create more secure applications.
... All have become essential supports for current learning processes. Education without technology is not conceivable in the present or future [3][4][5]. ...
... Table 3 shows, in percentage, what each rating represents, and classifies them into low, medium, and high. The U-CLX Model defines indicators that express the U-Learning results obtained with the model's mathematical application, which was proposed in Section 2. The indicators are defined as Low (L), Medium (M), and High (H): the lowest grade is (1), and the highest is (5). For example, an institution, a program, or a course is assessed as having a low level of learning (L) if their total grade is one or two, representing a total percentage of 0-40%. ...
Ubiquitous learning is an evolution of educational learning processes that implements the concept of ubiquity. That is to say, it is found at all times and in all places. This article summarizes our previous works and proposes an alternative to answer our main research question: how can we develop a U-Learning model that integrates connective learning and xAPI user experiences? This paper presents the U-Learning Model Supported by Learning Experiences and Connective Learning for virtual higher education (U-CLX Model) to measure U-Learning in virtual institutions. The U-CLX Model measures ubiquitous learning in four dimensions: time, place, medium, and context. To develop the model, we proposed a theoretical and technological framework, a definition of the U-Learning concept, a unit of measurement for ubiquitous learning (UbiquoL), and a description of the measurement process. We validated the proposal by thematic specialists and applied the instrument in two universities. The model aims to assess the level of ubiquitous learning in virtual higher education institutions and to suggest how these institutions can improve within their current operations.
... It added extra challenges to the course, but we appreciated that students found the necessary resources to overcome it, and the final quality of the projects did not decrease. Practices associated with adapting to the online context should be deeper investigated as in [2], since remote collaboration remains a general trend in both academia and industry. ...
Cultivating, forming, and developing critical thinking competencies is one of the most important success factors of engineers in problem-finding, problematization identifying innovative solutions, and solving complex problems. Therefore, in a systematic review based on PRISMA guidelines, articles indexed in Scopus, Google Scholar, and Science Direct databases in the period from 2010 to 2023, were investigated. Finally, 21 articles were selected for systematic review after the inclusion and exclusion criteria were checked. The findings indicate that a more cohesive approach is essential for successfully integrating critical thinking into engineering curricula. This approach should encompass a formal framework that promotes the development of knowledge, insight, values, and skills necessary for students throughout the curriculum practically and effectively. As a result, it is imperative to introduce pedagogical methods for teaching critical thinking to engineering faculty and to establish a tangible, practical, and understandable context for fostering this competency in engineering students. It seems that the requirements, conditions, and components needed to empower engineering professors to cultivate critical thinking in engineering students have not been formed and institutionalized.
Resumen La calidad de los productos de software depende en gran medida de la capacidad de los desarrolladores de generar código limpio, puesto que permiten incrementar el ciclo de vida del software. Por ello, resulta crucial mejorar las prácticas pedagógicas de la enseñanza de la programación, en particular, la capacidad de escribir código de calidad por parte de los estudiantes. Sin embargo, en la literatura no se reconocen modelos pedagógicos integrales que guíen el desarrollo de esta capacidad de escritura, tal como se observa en la escritura de textos. El objetivo de este trabajo es relacionar la producción de código limpio con las concepciones sobre el proceso de escritura en estudiantes de Ingeniería Informática. Para ello, se diseñaron tres evaluaciones prácticas que permitieron acompañar el proceso de programación de código limpio de los estudiantes universitarios para, posteriormente, relacionar los resultados con las percepciones sobre la escritura que este grupo posee. Dentro de los principales resultados, destaca la relación entre el rendimiento en las tareas de programación y el año de ingreso, así como la correlación positiva entre la producción de código limpio y las concepciones sobre la escritura. Esto abre un espacio inexplorado de colaboración transdisciplinar que permita avanzar hacia un modelo pedagógico que dirija la enseñanza de la escritura de código limpio que contribuya con productos de software de mayor calidad.
The quality of software products depends to a large extent on the ability of developers to generate clean codesince they allow increasing the software life cycle. Therefore, it is crucial to improve the pedagogical practicesof teaching programming, in particular, the ability of students to write quality code. However, the literaturedoes not recognize comprehensive pedagogical models that guide the development of this writing ability, asobserved in text redaction. This paper relates the production of clean code with the conceptions of thewriting process in Computer Engineering students. Thereby, we used three practical assessments to evaluatethe process of clean code programming on university students to later relate the results with the perceptionsabout writing that this group has. Results show a relationship between performance in programming tasksand the cohort and a positive correlation between the production of clean code and conceptions about writing.We conclude that our study opens a transdisciplinary collaboration. It can advance towards a pedagogicalmodel to guide the teaching of clean code writing that contributes to higher quality software products.
Background: This theory/methods paper describes a lesser-known research methodology, called the Systematic Mapping Review (SMR), which is currently under-utilized in engineering education. The SMR provides researchers with a useful approach for defining, synthesizing, and implementing today’s rapidly developing literatures located within the interdisciplinary field of engineering education.
Purpose: The purpose of this article is to build a case for the use of the SMR as an evidence synthesis methodology in the rapidly evolving and interdisciplinary field of engineering education.
Method: To build the case for use of SMRs in engineering education, a systematic scoping review was conducted using online digital education research databases to locate literature related to Systematic Literature Reviews (SLRs) and SMRs in the field of engineering education. Search results were systematically analyzed and only relevant literature was included. Trends in the use of SLRs since their introduction and the current status of the use of SMRs in engineering education were descriptively analyzed. Examples of existing SMRs in engineering education, which exist primarily within the subdiscipline of software engineering, are presented to emphasize and describe their benefits in engineering education more broadly.
Conclusion: Since the formal introduction of SLRs to the field of engineering education in 2014 by Borrego and colleagues, increasing trends in SLR use and impact were observed. While the goal of SLRs is to answer a clearly formulated (set of) research question(s), the goal of SMRs is to define and describe the broader landscape of existing scholarly research on a topic. In this way, SMRs may be particularly useful for defining the scope of follow-on SLRs in engineering education research.
Keywords: literature reviews, systematic maps, systematic mapping reviews, systematic literature reviews, engineering education
