This study explores the integration of Augmented Intelligence (AuI) in Intelligent Tutoring Systems (ITS) to address challenges in Artificial Intelligence in Education (AIED), including teacher involvement, AI reliability, and resource accessibility. We present MathAIde, an ITS that uses computer vision and AI to correct mathematics exercises from student work photos and provide feedback. The system was designed through a collaborative process involving brainstorming with teachers, high-fidelity prototyping, A/B testing, and a real-world case study. Findings emphasize the importance of a teacher-centered, user-driven approach, where AI suggests remediation alternatives while teachers retain decision-making. Results highlight efficiency, usability, and adoption potential in classroom contexts, particularly in resource-limited environments. The study contributes practical insights into designing ITSs that balance user needs and technological feasibility, while advancing AIED research by demonstrating the effectiveness of a mixed-methods, user-centered approach to implementing AuI in educational technologies.

Software development is increasingly being conducted across geographically dispersed teams and organizations, involving contributors from different countries, time zones, and cultural contexts. This trend toward distributed software development (DSD) reflects both globalization and the growing reliance on digital collaboration tools. At first, DSD may seem like a relatively straightforward process, but it presents several challenges for the development teams, such as: communication, cultural and linguistic differences. These challenges raise issues that require further investigation by software development researchers, particularly those focusing on DSD. In order to contribute in this context, this research aims to identify factors and practices that influence communication in DSD projects. For this, a Systematic Literature Review (SLR), covering the period from 1999 to 2023, was carried out in order to collect data from empirical studies related to communication in DSD projects. We identified 246 relevant studies across six electronic databases, 13 journals, and 16 conferences. Our results identified 37 factors and 49 practices that can positively impact communication in projects in this context.

Context: Companies’ Digital Transformation (DT) intensified during the Covid-19 pandemic, involving the digitization of processes and cultural adaptation for continuous innovation, increased productivity, and service quality. The interaction of people, procedures, and technologies is crucial in this process. Problem: Traditional organizations with rigid cultures rely on outdated procedures, hindering the adoption of more efficient work practices. Solution: This research explores the use of the Business Process Management (BPM) life cycle to improve three processes in a Brazilian company, integrating user journey to improve processes towards DT. IS Theory: This study is carried out under the Socio-Technical Theory, examining the interaction between people, processes, and technologies to achieve balanced and effective digital transformation. Method: This exploratory research carries a qualitative experience report of the mapping and redesign of business processes of a countryside unit from "Alpha", a Brazilian vocational education organization. Summary of Results: Three financial processes were mapped, analyzed, and redesigned with the use of BPM and user journey map. The improvement proposals were based on the problems and opportunities identified in the processes. Changes in systems and innovative actions were proposed within the company to enhance process efficiency and agility through digital transformation. Contributions and Impact in the IS area: This study reports one execution of a BPM process integrated with user experience techniques aimed at DT. Through the lens of the Socio-Technical Theory, the research presents steps taken into the mapping, analysis, and redesign of processes contributing in similar contexts for both practitioners and researchers in the Information Systems (IS) field.

The digital transformation of public sector organizations is often hindered by bureaucratic rigidity, inefficient processes, and resistance to change. This study explores how Design Thinking can drive innovation in the Department of People Management at the Court of Auditors, addressing these challenges through a user-centered approach. Using a mixed-methods methodology, the research combines qualitative interviews with people management leaders and quantitative surveys with employees to identify inefficiencies and co-develop solutions. Key pain points include complex leave request workflows, lack of integration with digital tools, and communication gaps. To tackle these issues, Design Thinking was applied iteratively, facilitating collaborative workshops, prototyping, and continuous stakeholder engagement to develop a more efficient, automated leave management system. This solution improved transparency, accessibility, and decision-making, reducing administrative burden and enhancing regulatory clarity. The findings indicate that Design Thinking fosters problem-solving, streamlines people management processes, and promotes adaptability within bureaucratic institutions. By embedding empathy, co-creation, and iterative problem-solving into digital transformation efforts, this approach enables sustainable innovation in public sector organizations. The study contributes to the broader field of digital government by presenting a replicable framework for modernizing people management practices. Future research could assess the long-term impact of these interventions and explore their applicability to other domains of public administration, ensuring continuous improvements in efficiency, service delivery, and user experience.

Psychological safety and individual emotions have proven essential for the effective functioning of agile teams, directly impacting collaboration, collective performance and ultimately, software quality. This paper presents AgileMood, a tool designed to diagnose and enhance psychological safety and emotional awareness in agile teams through the collection of periodic anonymous feedback, the calculation of specific metrics, and the generation of dynamic visualizations. The solution not only measures the overall perceived level of safety and emotions but also detects internal variations among team members, enabling data-driven interventions. Agile-Mood distinguishes itself from existing approaches by incorporating well-established theoretical foundations, preserving anonymity, and offering practical support for decision-making by team leaders. The empirical evaluation of the tool, conducted through a case study involving 41 students (7 teams of 5 to 8 team members), utilized the System Usability Scale (SUS) and the Technology Acceptance Model (TAM), demonstrating promising usability and high perceived usefulness. Available as open-source software, the tool facilitates replicability and further development by the community. As a contribution, this work proposes a practice-oriented artifact with the potential to transform psychological safety and emotions into a measurable and manageable element within agile software development teams, thereby fostering improved software quality. Future studies should empirically evaluate its application in real organizational contexts.

Esta Revisão Sistemática da Literatura (RSL) teve por objetivo analisar como a academia tem respondido às transformações do setor de Tecnologia da Informação (TI), no esforço de alinhar a formação universitária às exigências da indústria de TI. A pesquisa buscou responder a quatro questões: (i) “Quais adaptações curriculares a academia tem implementado para acompanhar as mudanças tecnológicas no setor de TI?” (ii) “Quais são as principais lacunas de habilidades técnicas e interpessoais na formação de profissionais de TI, conforme percebido pela indústria?” (iii) “Quais programas educacionais inovadores têm sido implementados para mitigar as lacunas de formação acadêmica e atender às necessidades da indústria de TI? e (iv) “Quais tendências emergentes em TI estão influenciando as competências exigidas dos profissionais recém-formados?” Foram analisados 137 estudos publicados em 44 países, extraídos das bases ACM, IEEE, Springer, Science Direct, Scopus e Web of Science. A análise dos dados em categorias evidenciou os esforços da academia na atualização curricular, no desenvolvimento de competências técnicas e interpessoais, atendendo inovações do setor produtivo. Os estudos também evidenciaram lacunas persistentes na formação de profissionais para o setor de TI ao longo de décadas, além das principais tendências emergentes de TI. Os resultados do processo analítico reforçam a importância de estratégias formativas mais ágeis, flexíveis e conectadas aos ecossistemas de inovação para a área de tecnologia.

Alunos de escolas públicas brasileiras precisam de auxílio em matemática. Nesse sentido, a literatura científica tem explorado maneiras de, por meio da tecnologia, auxiliar professores e alunos no processo de ensino-aprendizagem. No entanto, as pesquisas geralmente visam propor soluções sem antes investigar as necessidades de quem está na linha de frente: os professores. Assim, este artigo tem como objetivo investigar aspectos relevantes do cotidiano em sala de aula sob a ótica de professores de matemática de escolas públicas brasileiras. Utilizamos as duas primeiras fases do Design Thinking: empatizar e definir. Na primeira fase, realizamos um grupo focal com quatro professores de quatro escolas públicas de ensino fundamental, que analisamos qualitativamente utilizando a Teoria Fundamentada (Grounded Theory - GT). Com base nos resultados da GT, na segunda fase do Design Thinking, propusemos a persona e o mapa de empatia. Nossos resultados fornecem implicações para designers e desenvolvedores de soluções tecnológicas educacionais a partir da aplicação prática da pesquisa em experiência do usuário. Além disso, esperamos que nosso estudo seja um ponto de partida para novos pesquisadores da área explorarem as necessidades dos professores de escolas públicas brasileiras.

As metodologias ágeis já são amplamente adotadas no desenvolvimento de software e sua utilização continua em expansão à medida que mais empresas reconhecem a importância de ambientes de trabalho que promovam confiança, colaboração e inovação. A segurança psicológica, nesse cenário, é vista como um elemento essencial para o desempenho de equipes, fomentando abertura ao diálogo, aprendizagem com erros e cooperação técnica, fatores que impactam diretamente a qualidade dos produtos desenvolvidos. Este artigo analisa de que maneira a segurança psicológica pode influenciar à qualidade de software em equipes ágeis brasileiras, por meio da replicação de um survey previamente validado. A coleta de dados foi realizada por meio de questionário estruturado contendo sete construtos-chave. No total, foram obtidas 92 respostas válidas de profissionais que atuam em equipes ágeis no Brasil, sendo 79 delas provenientes do estado de Pernambuco. Os resultados apontam que os construtos “aprender com os erros”, “colaboração” e “resolver problemas coletivamente” obtiveram os maiores níveis de concordância, refletindo práticas maduras de trabalho em equipe e melhoria contínua. Como contribuição prática, este trabalho oferece às lideranças e equipes ágeis insights sobre como fortalecer a segurança psicológica em seus times, promovendo ambientes mais seguros, colaborativos e de alto desempenho.

The COVID-19 pandemic caused a rapid change in workplace dynamics with the forced adoption of remote/hybrid activities. However, best practices for managing distributed software development teams, especially in specialized contexts, are still evolving. This paper reports on the experience of conducting a 1.5-year software development project using a hybrid management approach with nationally distributed teams in Brazil to develop an unplugged intelligent mathematics tutoring system for low-technology educational environments. The study presents a discussion of practices and challenges observed during the project execution. The project delivered a mobile application for automated handwritten math problem correction and instructional material generation. This experience provides practical insights for managing complex, distributed software projects in similar contexts, contributing to deepening knowledge about educational inclusion from a management perspective and refining hybrid management approaches in remote work settings.

The demand for educational technology has increased research into Intelligent Tutoring Systems (ITS) for low-connectivity regions. However, misalignment between requirement discovery and software development hinders adoption. This case study examines the development of an unplugged ITS using dual-track agile development and participatory design to ensure continuous alignment with pedagogical needs. This study contributes to software engineering by demonstrating how we integrated dual-track development and participatory design to enhance agility while maintaining a user-centered approach in a project with a scalable model for ITS applications in low-resource environments.

Managing large agile projects that extend beyond a single software development team is challenging due to the diverse set of influencing factors. In such a flexible and dynamic environment, it is crucial to perform appropriate measurements tailored to each specific reality and objective to promote continuous improvement and monitor progress effectively. This paper presents the results of a survey conducted within the industry involving a sample of 145 professionals from the Brazilian large-scale software market. The research draws on knowledge from literature sources to outline and discuss participants’ perceptions of the scaled agile environments in which they operate. It analyzes current practices in metric selection strategies, the stakeholders using these measurements, the objectives behind their use, adoption trends, and the resulting impacts.

O presente exercício de prospecção de possíveis oikos vindouros, assentados na intersecção entre poesia e as assim chamadas “plantas de força”, centra-se na análise do campo lexical da espiritualidade que emerge em Fita verde no cabelo, breve narrativa publicada por Guimarães Rosa em suplemento literário do jornal O Estado de São Paulo, no dia 8 de fevereiro de 1964, sob fatura de inocente versão adulta e transcultural de “Chapeuzinho Vermelho”. Com base na declaração do autor de que o conjunto de sua obra destina-se à preparação de um “omelete ecumênico”, examina-se a hipótese de que essa breve estória coloque em cena o ritual votivo da ayahuasca, preparado enteógeno de origem amazônica que, segundo indica a própria etimologia quéchua do termo, teria o condão de conectar os comungantes com o espírito de seus ancestrais (“aya” significa “espírito” ou “ancestral”, enquanto “huasca” significa “laço” ou “conexão”). Para tanto, prospectamos estudos científicos, depoimentos de xamãs e relatos de caso sobre as comunhões espirituais, nos quais se afirma que a ayahuasca promove a expansão da consciência e o alcance de experiências extáticas de natureza espiritual, do autoconhecimento individual a eventuais registros mediúnicos. Imagens e expressões do relato rosiano são então analisados em cotejo com a liturgia, os credos e os resultados de tal experiência espiritual de matriz ameríndia, a qual transcende a possibilidade de explicação por meio da razão, a “megera cartesiana” de que trata o médico e romancista mineiro

With the increasing adoption of agile methodologies in distributed software development teams, there is a need to adapt these practices for large-scale environments. However, the lack of specific guidance can make this process difficult. To evaluate how large-scale agile distributed teams adapt their practices to meet their specific contexts, this study launches a Systematic Literature Review (SLR). The SLR presents adaptations of agile methodologies in distributed software development teams operating in large-scale environments. With the growing popularity of agile methodologies, there is an increasing need to adapt them to suit the specific needs of distributed teams operating in large-scale contexts. The review identified 96 adapted practices from five agile frameworks (Scrum, Scaled Agile Framework (SAFe), Large Scale Scrum (LeSS), the Spotify model, and Disciplined Agile Delivery (DAD)) used in various case studies between 2007 and 2021. Scrum was the most commonly adapted framework with 32 customized practices, followed by SAFe (25), LeSS (17), the Spotify model (13), and DAD (9). The review provides insights into how these practices have been tailored to meet the needs of distributed teams in large-scale contexts. The findings can guide organizations in adapting agile practices to their specific contexts.

Since agile methods began to be used for software development, project managers have been looking for ways to improve these projects. Uncertainty quantification allows comparative purposes and evaluating alternative approaches to real-world problems in managing uncertainty. Some studies show that current approaches to managing uncertainty organize known project information but give little or no indication of the unknown information or uncertainties associated with the project. These uncertainty management approaches do not consider the quantitative aspect of uncertainty management beyond the interrelationships between sources of uncertainty in software projects. This paper aims to build a model to deal with epistemic uncertainties based on quantification approaches. In addition, it seeks to identify interdependent relationships between sources of uncertainty in the agile management of software projects. The method used in this work was action research conducted to investigate the quantification of epistemic uncertainty in the real context of software engineering design and a quasi-systematic literature review to support action research searching for approaches to quantify epistemic uncertainty in software projects. The application of the method illustrates the benefit of applying uncertainty quantification approaches to reduce and prioritize epistemic uncertainties in software projects. Applying the above research methods resulted in the construction of a model to quantify epistemic uncertainty in software projects. This paper also discusses the impact of a proposed model for dealing with epistemic uncertainty management. These results share findings that can help agile software teams improve their uncertainty handling.}

Mathematical problem solving is essential for developing analytical skills and critical thinking among learners. Traditional methods of detecting and correcting errors in mathematical problem-solving are manual and time-consuming, leading to delayed feedback, which can hinder effective learning. Intelligent Tutoring Systems (ITS) provide real-time, error-specific feedback but require direct interaction with computational devices, limiting their use in classrooms with insufficient technological infrastructure. ITS unplugged (ITS-U) have been proposed to address these technological barriers, but no research has investigated how to design a lightweight error classificatin systems aligned to the resource-constrained setting of ITS-U. Therefore, this paper presents the Mathematical Solutions Error Classification (MSEC) API, a lightweight, knowledge-based tool designed to automate the classification of errors in mathematical solutions. This API categorizes errors into theoretically-grounded types, such as syntactical mistakes, conceptual misunderstandings, and calculation errors. MSEC is particularly suited for low-tech educational environments, aligning with the principles of ITS-U. We implemented MSEC within an ITS-U and conducted a case study involving 49 students, demonstrating its practical applicability and positive contribution to teaching and learning. The study highlights MSECs efficiency, ability to provide real-time feedback, and adaptability to various educational contexts, offering a significant advancement in automated error detection for ITS-U.

O presente exercício de prospecção de possíveis oikos vindouros, assentados na intersecção entre poesia e as assim chamadas “plantas de força”, centra-se na análise do campo lexical da espiritualidade que emerge em Fita verde no cabelo, breve narrativa publicada por Guimarães Rosa em suplemento literário do jornal O Estado de São Paulo, no dia 8 de fevereiro de 1964, sob fatura de inocente versão adulta e transcultural de “Chapeuzinho Vermelho”. Com base na declaração do autor de que o conjunto de sua obra destina-se à preparação de um “omelete ecumênico”, examina-se a hipótese de que essa breve estória coloque em cena o ritual votivo da ayahuasca, preparado enteógeno de origem amazônica que, segundo indica a própria etimologia quéchua do termo, teria o condão de conectar os comungantes com o espírito de seus ancestrais (“aya” significa “espírito” ou “ancestral”, enquanto “huasca” significa “laço” ou “conexão”). Para tanto, prospectamos estudos científicos, depoimentos de xamãs e relatos de caso sobre as comunhões espirituais, nos quais se afirma que a ayahuasca promove a expansão da consciência e o alcance de experiências extáticas de natureza espiritual, do autoconhecimento individual a eventuais registros mediúnicos. Imagens e expressões do relato rosiano são então analisados em cotejo com a liturgia, os credos e os resultados de tal experiência espiritual de matriz ameríndia, a qual transcende a possibilidade de explicação por meio da razão, a “megera cartesiana” de que trata o médico e romancista mineiro.

Intelligent Tutoring Systems (ITS) have shown significant promise in enhancing math education by providing personalized and adaptive learning experiences. However, their adoption in resource-constrained environments is limited by the need for dedicated computing devices for each student. To address this issue, the concept of ITS unplugged has emerged, which helps deliver ITS benefits in resource-constrained settings, for instance, without the necessity for individual computers. However, past research has not investigated how ITS unplugged contributes to mathematics education when deployed in real classrooms. This paper presents a qualitative evaluation of MathAIde, an ITS unplugged designed to support numeracy education, where three teachers used MathAIde in 12 lessons, involving 49 students, and their experiences were captured through semi-structured interviews. Thematic analysis revealed that MathAIde facilitated lesson planning and execution, provided valuable feedback and learning analytics, but faced challenges such as technical issues and the need for more adaptive content. This study contributes empirical evidence on the impact of ITS unplugged in real classrooms, offering insights for future development and adoption of such technologies to promote equitable access to ITS benefits in education.

Intelligent Tutoring Systems (ITS) possess significant potential to enhance learning outcomes. However, deploying ITSs in global south countries presents challenges due to their frequent lack of essential technological resources, such as computers and internet access. The concept of AIED Unplugged has emerged to bridge this digital divide, supporting the creation of theoretical frameworks for developing ITS unplugged. Nevertheless, prior research has not evaluated ITS unplugged with teachers, diminishing the importance of aligning technological solutions with their target users’ practical requirements and viewpoints. This article addresses this gap by presenting the design and evaluation of an ITS unplugged for numeracy education. Through face-to-face usability tests and interviews with Brazilian primary education teachers, the study employs thematic analysis to understand teachers’ perceptions profoundly. Results reveal that teachers value ITS unplugged for optimizing lesson planning, offering real-time error-specific feedback, providing learning analytics, and enabling personalized group learning within classrooms. Additionally, concerns about application size and internet dependency underscore important considerations for underserved regions. Such empirical evidence on teachers’ perceptions bridges the gap between theoretical frameworks and real-world user perspectives, demonstrating that ITS unplugged can address educational disparities, provided it aligns with teachers’ needs, technological limitations, and contextual factors. As educational technology evolves, comprehending the viewpoints of primary users becomes pivotal for equitable implementation. Therefore, this article represents a significant stride toward deploying AIED in the global south and other underserved regions. By combining theoretical concepts with practical user insights, ITS unplugged can be a transformative solution for education.

This exercise in prospecting possible future oikos, based on the intersection between poetry and the so-called "plants of strength", focuses on analyzing the lexical field of spirituality that emerges in "Fita verde no cabelo", a short narrative published by Guimar & atilde;es Rosa in the literary supplement of the newspaper O Estado de S & atilde;o Paulo, on February 8, 1964, presented as an innocent adult and transcultural version of "Little Red Riding Hood". Based on the author's statement that his entire work is aimed to the preparation of an "ecumenical omelette", we analyze the hypothesis that this short story puts on stage the votive ritual of ayahuasca, an entheogenic preparation of Amazonian origin that, as indicated by the Quechua etymology of the term, would have the power to connect people with the spirit of their dead ancestors ("aya" means "spirit" or "ancestor", while "huasca" means "bond" or "connection"). Thus, we prospected scientific studies, testimonies from shamans and case reports about spiritual communions, in which it is stated that ayahuasca promotes the expansion of consciousness and the attainment of ecstatic experiences of a spiritual nature, from individual self-knowledge to eventual mediumistic events. Images and expressions from the Rosian story are then analyzed in comparison with the liturgy, the creeds and the results of such a spiritual experience of Amerindian origin, which transcends the possibility of explanation through reason, the "Cartesian shrew" as conceived the medical doctor and novelist from Minas Gerais.