This complete work on innovative practices, presents the proposal of a hybrid model between Problem-Based Learning (PBL) and the SCRUM agile project management framework, which seeks to facilitate the control and management of the teaching process, during the activities of students’ learning, in the face of difficulties still encountered such as: I. material support; II. students’ responsibility in the task; III. division of tasks; and IV. contribution and performance in tasks. We carried out a case study to validate the proposal, including SCRUM practices (such as the structure of the Daily Scrum), during the performance of PBL activities in an undergraduate class in Software Engineering, during the second semester of 2019. To investigate what was accomplished and discuss its results, we used the technique of Discourse of the Collective Subject (DCS) as a way to capture the impression of the students who participated in the study. Through the study of the resulting DCS, it was possible to identify that SCRUM practices enhanced the PBL process with regard to the control and management of teams in the projects developed in the discipline, which allowed us to conclude the adequacy of the proposed model and its potential to contribute to the student’s teaching-learning process.

This paper presents a programming exercise recommender system based on the Student’s Multiple Abilities and Skills (SMAS) model, which is developed from Item Response Theory and Elo System Classification, for estimation of multiple student’s abilities. This model assumes that programming exercises have many ways to be solved (paths) and each path requires different abilities from the student. To evaluate the recommender system, an experiment was conducted in a class of Algorithms and Data Structures I. For this study case, the recommender was connected to an Online Judge system that had a programming problem base. The results show that the proposed recommender has the ability to indicate relevant problems according to the student’s abilities.

This article presents a multi-skills estimation model for students using Online Judge systems. It is understood that there is not only one way to solve programming problems; and, for each solution form, a skill set is needed for the solution to be successful. The proposed model is based on performance expectations and integrates the Elo model, to estimate student’s abilities and problems, to the Multidimensional Item Response Theory model, which estimates the probability of success for each solution path. To validate the proposed model, a case study was carried out with students from the computing area, who solved problems on the beecrowd Online Judge platform. The proposed model was applied to the generated database. According to these results, it is observed that, in cases where the students got the solution right, more than 60% of the paths chosen by students are in accordance with paths indicated by the proposed model.

This research presents a work in which we identify and systematize how the vertiginous growth of social media allows the monitoring of public opinions, with a special focus on analyzing the feelings of the population's opinionated arguments about Education. We have brought together different methods in order to produce better results for the classification and summarization of various documents considering education as the basis of analysis. The proposed model is based on the steps of i) classification of patterns based on Deep Learning; ii) analysis of contexts and visualization of different associative paths in publications through the Implicative Statistical Analysis; and iii) validation of opinion abstracts. The results presented in this study refer to the database made up of 42,062 publications related to the city. The collective social discourses, resulting from the analysis of the summarize the opinions of 820 posts that presented representative terms for the education axis in the negative polarity, of the total of 975 posts classified by the dataset.

This Research to Practice Full Paper describes an study with Problem Based Learning (PBL). PBL promotes knowledge through the motivational appeal that problematization arouses. However, there are still points to be explored and potentialized, with the use of technologies to achieve Motivation. Thus, in this study we seek to understand how students' motivation to learn can be affected by sending automatic motivational triggers (sounds, notifications, etc.) during the execution of activities, in order to stimulate certain behaviors, such as studying, doing the task, complete an activity. The methodology for the validation of the triggers was developed in two moments: (i) in 2017 with the participation of 60 students of the Software Engineering course; and (ii) in 2018 with 23 students of the second year of the Computer Engineering course. At the end of each of these studies, students' views were grouped by class and expressed through the construction of the Discourse Collective Subject (DCS). Thus, this study contributes to the discussion and presentation of the DCS as an approach capable of assisting teachers during the evaluation of the activities proposed in the classroom, mainly because it makes it possible to observe the opinion of a group as a single subject.

This Research Full paper presents a systematic analysis. The objective of this work is to identify the educational context in which u-Learning was applied, as well as to evaluate which technologies are used to analyze the learning process in the period from 2012 to 2019. The quantitative analysis of the publications verified 5347 productions associated to the areas of sustainability, homecare, health, education, among others. The qualitative study of the data revealed: (i) the definition of u-Learning processes, referring to the individual behavioral repertoire, modified by the acquisition of certain knowledge; (ii) evaluation of the learning related to concrete situations in which the individual can manifest the knowledge in the acquired behaviors; and as for the application (iii) it was verified the inexistence of models for analysis of these process of change of behavior. Thus, from our research it was possible to observe, as a priority, the use of technologies as an instrument for the learning process, not being used in the measurement of knowledge. The findings point to the purpose of future studies that may indicate possible behavioral models that allow analyzing the behavior change and consequently the ubiquitous learning process.

This research presents a full paper in which we identify and systematize the new forms of access to information and communication experienced by contemporary society and their potentialities in the development of teaching environments. The called u-PBL corresponds to PBL combined with the use of ubiquitous environments for teachers, learning tools for learning activities and collaborative learning environments for students, ensuring meaningful learning. Studying the main works that report the use of u-PBL, benefits were found for the teaching learning process. The methodology was a bibliographical review of the articles published between 2010 and 2018, in the bases Google Scholar and ScienceDirect. As a result of this analysis, emerged (i) environments adapted to different user profiles; (ii) different pedagogical activities in u-PBL; (iii) different methodologies of educational activities addressed when using u-PBL; and (iv) different technological languages implementing the environments used. It was concluded that u-PBL could be applied as a teaching-learning aid tool, acting directly and/or indirectly in areas such as Health, Computing, Environment, etc. Also, the need for studies that report the development of u-PBL interfaces that allow constant immersion of the student into the teaching-learning environment.

This research presents a work in progress in which we propose a mapping of digital experiences through the analysis of the behavior of a group of users from the social site Facebook with regard to the self perception of the interactive processes provided by some tools made available in this digital environment. We believe that the user of social networks, even when only recognizing the movements of their production process, access and information sharing reveals initial connection structures that act as mediating agents in the construction of social representations. Thus, the focus of interest is to observe the characteristics and properties conferred to the technological artifacts highlighting the correlation between the processes of distributed cognition and the participation in activities of collaborative construction in digital medium. This research assumed an exploratory nature, being the method employed essentially quantitative from the use of a structured questionnaire to perform the data collection organized by three sessions: a) characterization of the respondents; b) indication of the number of social networks that it is part of; c) evaluation scale composed of 15 variables on various aspects of interaction in the social network Facebook. The instrument was answered from a Likert scale of `5' (five) points, with values between `0' (zero) and `4' (four), zero being `totally disagree' and `4' (four) “I totally agree”. The questionnaire was applied on a university campus during the month of October 2017, with 10.79% of students enrolled in the institution responding to the instrument. The data obtained from the analyzes of the assertions of the questionnaire were examined by the SPSS software, through which the Principal Component Analysis (PCA) was used a multivariate statistical technique that consists in reducing a number of original variables in components not related to priori, aiming at reducing data to facilitate its interpretation.

The main contribution of this work is the development of a qualitative analysis on the behavior of a group of university students and teachers in relation to the type of motivation revealed by a process of awareness about their domestic electric energy consumption. The identification of this behavior profile enables the organization of motivational messages that, when sent to users of mobile technologies, can enhance the ubiquitous learning process in this work related to environmental education. The methodological approach used was the Discourse of the Collective Subject, which is a method that allows the researcher to know and describe descriptive opinions and representations, allowing the delineation of behavioral profiles. In the results we can observe the need for greater clarity regarding the information related to energy consumption. However, for this information to achieve a change in consumer behavior it is necessary that it be customized. This information can auxiliary to the learning process, due to the fact that technology is increasingly integrated with “anytime” and “anywhere” human actions and behaviors, providing a learning process that can be obtained on any occasions, contingencies, circumstances and contexts.

This research presents a work in progress in which we discuss the potentialities and challenges in the development of Persuasive Technologies (PTs) and the possible opportunities of use in the most diverse areas. However, we emphasize the impact of the use of Pts as a motivational agent of the teaching and learning process. More precisely, this work investigates the use of PT as a mediator of characteristics related to the individual's perception of emotions and behavior. More precisely we propose the the Fogg Behavior Model (FBM) transcription for a computer tool. To do this we use the Fuzzy Logic. In order to validate the framework, we present a application in a scenario focused on the reduction of electric energy consumption. The results validate the proposed modeling as it relates to the measurement of the indexes of ability and motivation.

The first Persuasive Technology (PT) emerged in the 1970s, and was being defined as an interactive computer system used to change human behavior. Research has shown the viability of these technologies in a variety of contexts such as advertising, reducing energy consumption, promoting healthy or well-being behavior and education. This research identifies and systematizes this area of knowledge, from the identification of the main works that relate the use of PTs in education. The methodology used was review of the works published between 2010 and 2017 of the state-of art, in the bases of Google Scholar, Springer, Elsevier, ACM. As a result of the analysis of the articles, we highlight as main focus the use of (i) PTs adapted to different user profiles; (ii) PTs applied in different pedagogical activities; (iii) PTs for different methodologies of educational activities; (iv) PTs developed in different technological languages. The PTs can be applied as learning aid instruments, acting directly and/or indirectly in the areas of Social Assistance, Health, Environment, Research and Development, Education and Advertising. Given this scenario, we observed the need to foster publications that problematize the interfaces of PTs in Education, especially architectures and/or technologies that involve, for example, Cyber-Physical Systems, that can extend the educational (physical) environment to the virtual world, in order to leave the student immersed constantly in a teaching environment.