Knowledge as an organizational asset is of great importance in the decision-making process, which needs to be managed properly in order to achieve, from this, a competitive differential in the respective segment of the labor market where the organization is inserted. Thus, managing knowledge and making it an exploitable asset within the organization is of great importance. Therefore, generating new ideas, solutions and innovations and making them available to members of the organization, whether from an organizational database or even from the process of socialization among employees, is necessary for the maintenance of knowledge. Based on this, this work presents the evaluation of an experience report that consisted of the application of a gamification to support the teaching and learning of the knowledge management assets and process in a research laboratory context. The data collected, both during the application of gamification, and at the end of the experiment in the feedback and evaluation meeting, were analyzed qualitatively from the application of Affective Computing and also through the SWOT (Strengths, Weaknesses, Opportunities, Threats) matrix. After analyzing these data, the effectiveness of this gamified proposal was proven in order to stimulate the teaching and learning process of knowledge management.

This Research Full Paper presents that nowadays it can see the growing evolution of the software development process, making agile methodologies commonly used. In this context, exploratory testing stands out as an alternative used in the industry to meet the needs of agile and / or short-term testing processes. However, professionals use this agile testing approach in an unstructured way, and this may be because they don't really understand how to apply it strategically where they can involve design and execution activities. In this context, this paper aims to present an approach that allows to apply the teaching of design and execution activities of exploratory test following structured procedures and aligned to the curricula (Brazilian and international) of the software engineering together with relevant practices in the industry. This study originates from a literature review, where important gaps are perceived to address exploratory testing education regarding design and execution activities. This involves the need to map the assets present in the curricula of the Brazilian Computer Society (SBC) and the Association for Machinery and Institute of Electrical and Electronics Engineer (ACM / IEEE), as well as being guided by the practices prescribed in the TMMi, by have a process area dedicated to these activities. In addition, we highlight the importance of having conducted interviews with professionals to identify tools, techniques and work products commonly used in the industry so that all this supports the alignment between academic and industrial context. In this way, it was possible to develop a consistent program of studies that allowed the construction of a teaching plan involving active pedagogical practices so that students can "learn by doing" in a more interactive way, that is, provide a student-centered teaching and learning in order to make such an approach more beneficial to the student, conditioning them to obtain the competences and abilities expected in the industry.

This Research to Practice Full Paper presents that the Exploratory Test (ET) is evidenced in the specialized literature as an alternative used in the industry to meet the needs of agile and / or short-term test processes. However, there is still an understanding by professionals in the field that this agile test approach is informal, not considering the realization, mainly, of a strategy that can encompass ET project activities and execution in a systematic way. It is noted that the industry has been spreading the ET due to proposing an efficacy for quick feedback of the test process and not requiring great effort in documentation. However, the applicability of ET still faces challenges related to the definition of an adequate and effective strategy, mainly, to the design and execution of this approach. In view of this, this study aims to identify tools, techniques and / or methods, and work products relevant to ET design and execution activities used by professionals in the field in the industrial context adhering to the practices and goals prescribed in the TMMi (Test Maturity Model Integration). For this, a Survey was applied, by means of the interview technique with implementing professionals and / or evaluators of MPT.Br (Brazilian Testing Process Improvement), certified by TMMi and professionals without accreditation, as long as they are active in the Software Testing area, mainly with process improvement. The results were organized into three groups: 1) identification of the participants, 2) identification of tools, techniques and / or methods, and work products in the context of the ET design, and 3) identification of tools, techniques and / or methods, and work products in the context of ET execution. Thus, in group “1” all participants had more than 5 years of experience in Software Testing and with the ET approach, having their first contact with ET in the work environment or study on their own. In group “2” the Testlink and Jira tools are most used to support project activities, with risk analysis being the most cited technique for activities to identify and prioritize conditions and data for the test, also serving as a complement to the application of ET. As for work products, the most cited were the use of the test plan and results of previous test runs in which the ET was applied. In group “3”, the Mantis and Jira tools were most cited to support the management and execution of the tests. Regarding the execution techniques, the use of ET with manual and automated strategy is noted, and in relation to the work products, the incidents report and matrix were the most cited. It is noted that a tool serves many activities related to the design and execution of ET, with risk analysis being a widely used technique and incident reports being important in the analysis to make decisions regarding the testing process. Finally, it is mentioned that this work together with another study previously carried out on the identification of assets in the international and Brazilian curricula for the use of teaching-learning test design and execution will serve to support the elaboration of a ET teaching plan.

This Research to Practice Full Paper presents that the test design and execution activities are essential in a testing process, as they involve the identification and analysis of assets in order to develop and apply effective test cases in the discovery of incidents. In general, these activities are related to architecture, execution, and test analysis, where the TMMi (Test Maturity Model integration) prescribes a process area with many goals and practices to perform them in an organized and effective way. In the applicability of Exploratory Test (ET), most test design activities are generally not performed because many professionals understand that it is an agile test approach that does not have a systematic strategy that can be used, so only execution activities are performed based on the tester's intuition or experience. Additionally, it is observed in the specialized literature the growth in the use of E T in the industry, making it important to have a teaching-learning approach with structured activities allowing the understanding of how to apply test design and execution. Thus, this work aims to carry out a mapping to establish curricular assets to compose a syllabus aimed at teaching-learning activities of test design and execution. From this, have a basis to extract the curricular guidelines directed to the teaching-learning of E T. This is aligned with the research question: How to match assets related to knowledge on test design and execution of TMMi that adhere to the ACM/IEEE (Association for Computing Machinery / Institute of Electrical and Electronics Engineers) curriculum and the reference to training undergraduate course in Computing at SBC (Brazilian Computer Society)? The mapping took place sequentially: i) the study theme was defined, ii) the curriculum structures and their inputs to be analyzed were defined, iii) the description of each asset was identified, iv) the correspondence between the assets was made, and v) the mapping was validated using peer review. The activity “iv” was carried out based on the specific goals and practices related to the Test Design and Execution process area of TMMi to analyze the correlation of assets present in the SBC and ACM/IEEE curriculum guidelines. As a result, correspondence was generated on two levels, as follows: a) Training axes (SBC) and knowledge areas (ACM/IEEE) related to the test design and execution area of TMMi, b) Derived skills and contents (SBC), as well as topics and learning outcomes (ACM/IEEE) related to specific goals, specific practices and sub-practices of the TMMi process area. In general, the items listed above were identified, respectively, 13 assets and 110 items of assets adhering to the guidelines prescribed in the international and national curriculum for Test Design and Execution. The mapping encourages the development of a teaching plan focused on teaching and learning of ET design and execution, as there is a strong adherence of assets and their corresponding items with academic and industry practices. Such mapping should support the application of specific guidelines to ET.

This Research to Practice Full Paper presents exploratory testing, an approach that has become quite relevant in the testing software, growing its application in the industrial scenario. The main reason for that is the emerging utilization of agile practices in the software development process to satisfy the needs of the market (Time to Market), which is essential for a company to remain active in the market. However, the systematic mapping study performed found few studies about the application of exploratory testing, a subject little discussed in the academic context. For this reason, this work uses gamification as a systematic strategy in exploratory test teaching and learning in the form of an experiment with two classes. One class has undergraduate students in Computer Science, and the other has students who graduated as Computer Technicians. The aim is to engage students to obtain a better performance, preparing them to use that test approach in the industrial and academic context. As a result, students achieved good overall performance; with reports from students that gamification facilitated and significantly collaborated to achieve a better performance converging with the quantitative data obtained. This can be evidenced mainly by the fact that both runs of the experiment (classes) reached a percentage higher than 70% of achievement, a great overall performance analyzed by the ratio of medals obtained by participation.