The adoption of Agile software development approaches has been widespread. One well-known Agile approach is extreme programming, which encompasses twelve practices of which pair programming is one of them. Although various aspects of pair programming have been studied, we have not found, under a traditional setting of pair programming, studies that examine the impact of using a tool support, such as an integrated development environment (IDE) or a simple text editor. In an attempt to obtain a better understanding of the impact of using an IDE in this field, we present the results of a controlled experiment that expose the influence on quality, measured as the number of defects injected per hour, and cost, measured as the time necessary to complete a programming assignment, of pair and solo programming with and without the use of an IDE. For quality, our findings suggest that the use of an IDE results in significantly higher defect injection rates (for both pairs and solos) when the programming assignment is not very complicated. Nevertheless, defect injection rates seem to decrease when pairs work on more complicated programming assignments irrespective of the tool support that they use. For cost, the programming assignment significantly affects the time needed to complete the assignment. In relation to the programming type, pairs and solos performed in a similar way with regards to quality and cost.

The objective of this work is to define means of assessing the educational programs of Information Technology through the achievement of digital graduation competences, both soft skills and specific (competences of the different disciplines of the specialties) within the paradigm Industry 4.0. A model of assessment of graduation competences is presented considering three important moments of the process: 1. Planning, 2. Execution and 3. Assessment. A case study is presented to demonstrate the application of the proposer assessment model, in which the fulfilment of graduation competencies for an educational program can be observed.

Intelligent virtual agents have characteristics that allow increasing the computer's ability to engage and motivate students along their learning or training process. We are considered incorporate the particular behaviors of team roles defined by Belbin into the simulated agent Ltcalled PanchoGt that will join the human group with the intention of improving the team performance. It this paper we identify relations between the team roles defined by Belbin and the personality traits based into OCEAN model, as well as relations between each one of class of tasks proposed by McGrath and the first. Finally, we describe the cognitive architecture for emotional agents that will use for Pancho's architecture.

El artículo presenta un experimento controlado en el que se explora la bondad de utilizar la Teoría de Roles de Belbin para la integración de equipos de desarrollo software. El estudio se desarrolla en un entorno académico con estudiantes de la carrera de Ingeniería de Software y compara la calidad de la legibilidad del código generado por equipos integrados con roles Compatibles —de acuerdo con la Teoría de Belbin— y equipos Tradicionales, en nuestro caso, equipos integrados con estudiantes seleccionados de manera aleatoria. Los resultados obtenidos aportan evidencia positiva en torno al uso de dicha teoría y motivan a los investigadores a continuar estudios en otras actividades vinculadas al proceso de desarrollo software; por otro lado, desde la perspectiva pedagógica, las resultados obtenidos con el experimento, permiten proponer como alternativa para integración de equipos de trabajo, en escenarios de aprendizaje para la Ingeniería de Software, la Teoría de Roles de Belbin.

En el presente artículo se describe un Modelo Instruccional Configurable y Computable basado en Elementos de Gamificación, propuesto para la Educación en Ingeniería de Software. Se reporta también la evaluación del modelo, en el estudio experimental se compararon dos tratamientos: (I) la dinámica tradicional de utilizar un documento en papel para la Prueba de Desempeño, y (II) el uso de un Entorno Virtual de Aprendizaje (EVA) configurado con base en el Modelo; las variables dependientes consideradas fueron el tiempo y el puntaje. Del análisis estadístico se pudo concluir que los estudiantes no presentan diferencias significativas en los puntajes obtenidos en ambos tratamientos, sin embargo, el tiempo resulto ser una variable con diferencias significativas, utilizando menos tiempo los estudiantes con el EVA.