The combined adoption of Agile and DevOps enables organizations to cope with the increasing complexity of managing customer requirements and requests. It fosters the emergence of a more collaborative and Agile framework to replace the waterfall models applied to software development flow and the separation of development teams from operations. This study aims to explore the benefits of the combined adoption of both models. A qualitative methodology is adopted by including twelve case studies from international software engineering companies. Thematic analysis is employed in identifying the benefits of the combined adoption of both paradigms. The findings reveal the existence of twelve benefits, highlighting the automation of processes, improved communication between teams, and reduction in time to market through process integration and shorter software delivery cycles. Although they address different goals and challenges, the Agile and DevOps paradigms when properly combined and aligned can offer relevant benefits to organizations. The novelty of this study lies in the systematization of the benefits of the combined adoption of Agile and DevOps considering multiple perspectives of the software engineering business environment.

The increase in digital teaching and learning methodologies creates the opportunity for new educational approaches, both in terms of pedagogical practice and in the availability of new technological tools. The flipped classroom as an active teaching methodology is one example of blended learning (b-learning), which aims to harmonize and enhance the fusion of face-to-face teaching with online teaching, allowing students to get better use of both face-to-face contact with classmates and professors and digital teaching resources. However, active teaching methodologies allow us to merge educational techniques from different methodological approaches, for example, gamification and team-based learning (TBL), among others. This study aims to demonstrate how to implement a flipped classroom with the possibility of integrating gamification and TBL, indicating possibilities and challenges to overcome, through the comparative study and research carried out with students in higher education. The study was conducted with a group of 88 students from the engineering and technology fields, which showed that students have a very positive perception of active teaching methodologies and their teaching and learning techniques, especially those involving digital. Data collection was performed by a survey submitted to quantitative analysis using the Software SPSS version 28.

Qualis indexed Engineering Journal and Science Journal to publish paper with DOI, NAAS Rating and journal has global recognized indexing

Este artigo apresenta a proposta de um método de ensino e aprendizagem denominado como Matriz de Ciclo de Aula Invertida no Ensino Superior (MaCAIES), desenvolvido a partir da abordagem educacional da sala de aula invertida, uma variante metodológica ativa do ensino b-learning. O método MaCAIES é um contributo académico resultante de uma investigação de doutoramento realizada com discentes (n=152) oriundos de cursos superiores da área de Ciências Informáticas, no âmbito do Ensino Superior de Portugal. A investigação de características quali-quantitativas, teve por objetivo geral investigar o potencial de eficiência e eficácia da metodologia da sala de aula invertida no que se refere ao processo de ensino e aprendizagem, dentro do contexto específico do Ensino Superior. A análise dos resultados da investigação proporcionou a obtenção de diversas informações, que em linhas gerais, indicam que os discentes da amostra do estudo possuem um elevado interesse com os processos de ensino e aprendizagem, que envolvem o digital em ambientes de b-learning e a implementação de técnicas ativas de ensino em aula presencial. No entanto, os discentes demonstraram dificuldades de adaptação ao protagonismo exigido em contexto de aprendizagem autodirigida, uma das características essenciais da metodologia da sala de aula invertida. As informações obtidas com a investigação realizada com os discentes do Ensino Superior, em conjunto com o produzido pela literatura científica acerca da metodologia da sala de aula invertida, nos permitiu desenvolver e propor o método MaCAIES.

Covid19 pandemic has stimulated both the discussion on the use of IT related teaching tools and the exposure of the student population to vulnerabilities linked to cybersecurity literacy. The study presented is based on the assumption that the use of gamification as an element or tool that promotes learning within digital environments may be feasible, and more specifically may function as a teaching element on issues related to cybersecurity for students, especially for higher education students. In order to quantify the openness of students to such a tool path, quantitative methodology was used, and a survey was carried out in two Polytechnic Institutions (PI), achieving a sample of 95 students, and seeking perceptions on positive impacts resulting from the creation of a game scenario for better learning. The statistical analysis conducted tested hypotheses regarding representations and practices about gamification and cybersecurity. Results show that students, regardless of their higher education course, clearly understand what Gamification is and its goals, and also that students adopt good cybersecurity practices according to their higher education course. This last result goes accordingly with the supposition that gamification can and should be used in cybersecurity literacy.

Research into teaching and learning methodologies is intense and demonstrates the academic community's unrelenting need to understand how people learn in a continuous effort to improve efficiency in the transmission of knowledge. Teachers are dealing with a growing disengagement of students in recent decades. In part, this is due to the increase in the spread of ICT technologies outside the classroom, particularly those supporting social networking and video games. New trends, such as gamification and flipped classroom, are emerging to try to find ways to stimulate increased student engagement and motivation. In this chapter, the authors present a critical reflection and field experiences, around the potential of joint implementation of gamification with flipped classroom, demonstrating possibilities of positive increment of efficiency and effectiveness of teaching and learning processes. Request access from your librarian to read this chapter's full text.