Abstract The field of Software Engineering encounters considerable obstacles when it comes to finding engaging and effective ways to teach students. The majority of the strategies employed in the classroom are traditional, which can lead to stress and disinterest in the subjects being taught. This lack of engaging strategies results in a decreased interest in creating documentation, leading students to concentrate... The field of Software Engineering encounters considerable obstacles when it comes to finding engaging and effective ways to teach students. The majority of the strategies employed in the classroom are traditional, which can lead to stress and disinterest in the subjects being taught. This lack of engaging strategies results in a decreased interest in creating documentation, leading students to concentrate solely on the development aspect, neglecting the importance of documentation. This issue can hurt the maintenance and updates of software as it progresses. To address this issue, there is a growing need to introduce more dynamic and effective teaching methods that foster student involvement and dedication. In this context, Gamification is a novel approach that has been increasingly popular in Software Engineering and other educational sectors. This study explores how gamification has been applied to software engineering teaching. Read More Read Less

Abstract Since its inception, the Theory of Inventive Problem-Solving (TRIZ) has been used to enhance technological creativity. However, various difficulties arise during the process of learning and teaching. This paper aims to provide a comprehensive overview of the ongoing research and challenges in the application of TRIZ in teaching, learning, and the utilization of educational tools. The primary research questions addressed... Since its inception, the Theory of Inventive Problem-Solving (TRIZ) has been used to enhance technological creativity. However, various difficulties arise during the process of learning and teaching. This paper aims to provide a comprehensive overview of the ongoing research and challenges in the application of TRIZ in teaching, learning, and the utilization of educational tools. The primary research questions addressed include: What are the existing problems and difficulties in teaching and learning TRIZ? What are the most commonly used and popular TRIZ tools for teaching and implementation? What educational methods and tools are available to support the teaching, learning, and implementation of TRIZ? The databases IEEE, Elsevier, Springer, and Google Scholar were searched from January 2010 to December 2022. The findings are discussed based on 15 primary studies, focusing on the challenges encountered in learning and teaching TRIZ, difficulties in implementing TRIZ, and the available educational methods and tools for TRIZ. Read More Read Less

Abstract This paper describes the impact of video game use on the challenging gamification of math skills in second and third-grade students from basic education. These students were categorized into three groups based on the level of cognitive challenge: (a) low, (b) moderate, and (c) control group. All participants experienced some form of COVID-19-related effects, and the outcomes of students in... This paper describes the impact of video game use on the challenging gamification of math skills in second and third-grade students from basic education. These students were categorized into three groups based on the level of cognitive challenge: (a) low, (b) moderate, and (c) control group. All participants experienced some form of COVID-19-related effects, and the outcomes of students in different situations were analyzed in pairs: situation 1 vs. control (first pair) and situation 2 vs. control (second pair). The data was gathered from a series of math tasks with varying levels of cognitive challenge. Students who began with lower cognitive demands improved their ability to solve tasks of moderate cognitive challenge, while those who started with moderate demands saw improvement in functions of higher cognitive challenge. The first pair faced more challenges enhancing their cognitive skills than the second. Read More Read Less