arXiv subjects

Cláudia Werner

Publications and source records attributed to Cláudia Werner.

4 recordsLinked to original sources

arXiv2025

Toward a Brazilian Research Agenda in Quantum Software Engineering: A Systematic Mapping Study

Context: Quantum Software Engineering (QSE) has emerged as a promising discipline to support the development of quantum applications by integrating quantum computing principles with established software engineering practices. Problem: Despite recent growth, QSE still lacks standardized methodologies, tools, and guidelines. Moreover, countries like Brazil have had minimal representation in the development of this emerging field. Objective: This study aims to map the current state of QSE by identifying research trends, contributions, and gaps that can inform future investigations and strategic initiatives. Methodology: A systematic mapping study was conducted across major scientific databases, retrieving 3,219 studies. After applying inclusion and exclusion criteria, 3,052 studies were excluded, resulting in 167 selected for analysis. The publications were classified by study type, research type, and alignment with SWEBOK knowledge areas. Results: Most studies focused on Software Engineering Models and Methods, Software Architecture, and Software Testing. Conceptual and technical proposals were predominant, while empirical validations remained limited. Conclusions: QSE is still a maturing field. Advancing it requires standardization, more empirical research, and greater participation from developing countries. As its main contribution, this study proposes a Brazilian Research Agenda in QSE to guide national efforts and foster the development of a strong local scientific community.

cs.SE↗

arXiv2023

Towards a Blockchain-based Software Engineering Education

Blockchain technologies for rewards in education are gaining attraction as a promising approach to motivate student learning and promote academic achievement. By providing tangible rewards for educational attainment and engagement, such as digital tokens, educators can motivate learners to take a more active role in their learning and increase their sense of ownership and responsibility for their academic outcomes. In this context, this work proposes the Software Engineering Skill (SES) token as a way of rewarding students in order to improve their experiences in Software Engineering Education (SEE). We performed a proof of concept and conclude that SES token can be deployed in a platform to support SEE.

cs.SE↗

arXiv2022

Software Product Line for Metaverse: Preliminary Results

The Metaverse is a network of eXtended Reality applications (XR apps) connected to each other, over the Internet infrastructure, allowing network users, systems, and devices to access them. It is very challenging to implement solutions for XR apps, due to the combination of complex concerns that should be addressed: multiple users with non-traditional input and output devices, different hardware platforms that should be addressed, forceful interactive rates, and experimental interaction techniques, among other issues. Therefore, this work aims to present a Software Product Line (SPL)-based approach to support the development of Web XR apps. More specifically, we define a features model that represents similarities and variables (domain analysis); we defined a core composed of generic and reusable software artifacts (domain project); and we developed an interface to support the instantiation of a Web XR app family, named MetaSee Features Model Editor (domain implementation). This approach integrates with a component of the MetaSEE architecture (Metaverse for Software Engineering Education). A preliminary assessment found that Features Model has conceptual consistency from the point of view of the complexity of Web XR Apps multimodal interaction. As future work, features model and artifacts will be increased with improvements and an evaluation with a significant number of participants will be made.

cs.SE↗

arXiv2022

Immersive Learning Frameworks: A Systematic Literature Review

Contribution: This secondary study examines the literature on immersive learning frameworks and reviews their state of the art. Frameworks have been categorized according to their purpose. In addition, the elements that compose them were also categorized. Some gaps were identified and proposed as a research roadmap. Background: Immersive technologies for education have been used for some years. Despite this, there are few works that aim to support the development and use of virtual environments for immersive learning. Research Questions: This systematic review has the following main research question: What is the state of the art of immersive learning frameworks? In order to answer this question, secondary research questions were defined: 1) what definitions of immersive learning were adopted in primary studies? 2) what are the purposes of use by the frameworks? 3) what are the elements that compose the frameworks? 4) what are the methods used to validate the frameworks? Methodology: As per the systematic review guidelines, this study followed a rigorous and replicable process for collecting and analyzing data. From 1721 articles identified in the search engines, 15 were selected after the inclusion and exclusion criteria. Findings: Most frameworks are models that investigate the causal relationship between immersive learning factors that influence learning outcomes. Although this theoretical aspect is important for the advancement of research, the area still lacks more practical frameworks that address more technical details and support development, as well as the use of immersive virtual environments by teachers and instructors.

cs.CY↗