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One of the significant challenges in scaling agile software development is organizing software development teams to ensure effective communication among members while equipping them with the capabilities to deliver business value independently. A formal approach to address this challenge involves modeling it as an optimization problem: given a professional staff, how can they be organized to optimize the number of communication channels, considering both intra-team and inter-team channels? In this article, we propose applying a set of bio-inspired algorithms to solve this problem. We introduce an enhancement that incorporates ensemble learning into the resolution process to achieve nearly optimal results. Ensemble learning integrates multiple machine-learning strategies with diverse characteristics to boost optimizer performance. Furthermore, the studied metaheuristics offer an excellent opportunity to explore their linear convergence, contingent on the exploration and exploitation phases. The results produce more precise definitions for team sizes, aligning with industry standards. Our approach demonstrates superior performance compared to the traditional versions of these algorithms.

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BACKGROUND: The World Health Organization recommends incorporating patient-reported experience measures and patient-reported outcome measures to ensure care processes. New technologies, such as mobile apps, could help report and monitor patients' adverse effects and doubts during treatment. However, engaging patients in the daily use of mobile apps is a challenge that must be addressed in accordance with the needs of people. OBJECTIVE: We present a qualitative case study documenting the process of identifying the information needs of breast cancer patients and health care professionals during the treatment process in a Chilean cancer institution. The study aims to identify patients' information requirements for integration into a mobile app that accompanies patients throughout their treatment while also providing features for reporting adverse symptoms. METHODS: We conducted focus groups with breast cancer patients who were undergoing chemotherapy (n=3) or who completed chemotherapy between 3 months and 1 year (n=1). We also surveyed health care professionals (n=9) who were involved in patient care and who belonged to the oncology committee of the cancer center where the study took place. Content analysis was applied to the responses to categorize the information needs and the means to satisfy them. A user interface was designed according to the findings of the focus groups and was assessed by 3 trained information system and user interaction design experts from 2 countries, using heuristic evaluation guidelines for mobile apps. RESULTS: Patients' information needs were classified into 4 areas: an overview of the disease, information on treatment and day-to-day affairs, assistance on the normality and abnormality of symptoms during treatment, and symptoms relevant to report. Health care professionals required patients to be provided with information on the administrative and financial process. We noted that the active involvement of the following 4 main actors is required to satisfy the information needs: patients, caregivers, social network moderators, and health professionals. Seven usability guidelines were extracted from the heuristic evaluation recommendations. CONCLUSIONS: A mobile app that seeks to accompany breast cancer patients to report symptoms requires the involvement of multiple participants to handle the reports and day-to-day information needs. User interfaces must be designed with consideration of the patient's social conventions and the emotional load of the disease information.

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Software-centric organisations design a loosely coupled organisation structure around strategic objectives, replicating this design to their business processes and information systems. Nowadays, dealing with business strategy in a model-driven development context is a challenge since key concepts such as the organisation's structure and strategic ends and means have been mostly addressed at the enterprise architecture level for the strategic alignment of the whole organisation, and have not been included into MDD methods as a requirements source. To overcome this issue, researchers have designed the LiteStrat, a business strategy modelling method compliant with MDD for developing information systems. This article presents an empirical comparison of LiteStrat and with i*, one of the most used models for strategic alignment in an MDD context. The article contributes with a literature review on the experimental comparison of modelling languages, the design of a study for measuring and comparing the semantic quality of modelling languages, and empirical evidence of the LiteStrat and i* differences. The evaluation consists of a 2 × 2 factorial experiment recruiting 28 undergraduate subjects. Significant differences favouring LiteStrat were found for models' accuracy and completeness, while no differences in modeller's efficiency and satisfaction were detected. These results yield evidence of the suitability of LiteStrat for business strategy modelling in a model-driven context.

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BACKGROUND: Evaluating health information system (HIS) quality is strategically advantageous for improving the quality of patient care. Nevertheless, few systematic studies have reported what methods, such as standards, processes, and tools, were proposed to evaluate HIS quality. OBJECTIVE: This study aimed to identify and discuss the existing literature that describes standards, processes, and tools used to evaluate HIS quality. METHODS: We conducted a systematic literature review using review guidelines focused on software and systems. We examined seven electronic databases-Scopus, ACM (Association for Computing Machinery), ScienceDirect, Google Scholar, IEEE Xplore, Web of Science, and PubMed-to search for and select primary studies. RESULTS: Out of 782 papers, we identified 17 (2.2%) primary studies. We found that most of the primary studies addressed quality evaluation from a management perspective. On the other hand, there was little explicit and pragmatic evidence on the processes and tools that allowed for the evaluation of HIS quality. CONCLUSIONS: To promote quality evaluation of HISs, it is necessary to define mechanisms and methods that operationalize the standards in HISs. Additionally, it is necessary to create metrics that measure the quality of the most critical components and processes of HISs.

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Communicating in social and public environments are considered professional skills that can strongly influence career development. Therefore, it is important to proper train and evaluate students in this kind of abilities so that they can better interact in their professional relationships, during the resolution of problems, negotiations and conflict management. This is a complex problem as it involves corporal analysis and the assessment of aspects that until recently were almost impossible to quantitatively measure. Nowadays, a number of new technologies and sensors have being developed for the capture of different kinds of contextual and personal information, but these technologies were not yet fully integrated inside learning settings. In this context, this paper presents a framework to facilitate the analysis and detection of patterns of students in oral presentations. Four steps are proposed for the given framework: Data collection, Statistical Analysis, Clustering, and Sequential Pattern Mining. Data Collection step is responsible for the collection of students interactions during presentations and the arrangement of data for further analysis. Statistical Analysis provides a general understanding of the data collected by showing the differences and similarities of the presentations along the semester. The Clustering stage segments students into groups according to well-defined attributes helping to observe different corporal patterns of the students. Finally, Sequential Pattern Mining step complements the previous stages allowing the identification of sequential patterns of postures in the different groups. The framework was tested in a case study with data collected from 222 freshman students of Computer Engineering (CE) course at three different times during two different years. The analysis made it possible to segment the presenters into three distinct groups according to their corporal postures. The statistical analysis helped to assess how the postures of the students evolved throughout each year. The sequential pattern mining provided a complementary perspective for data evaluation and helped to observe the most frequent postural sequences of the students. Results show the framework could be used as a guidance to provide students automated feedback throughout their presentations and can serve as background information for future comparisons of students presentations from different undergraduate courses.

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While technology has helped improve process efficiency in several domains, it still has an outstanding debt to education. In this article, we introduce NAIRA, a Multimodal Learning Analytics platform that provides Real-Time Feedback to foster collaborative learning activities' efficiency. NAIRA provides real-time visualizations for students' verbal interactions when working in groups, allowing teachers to perform precise interventions to ensure learning activities' correct execution. We present a case study with 24 undergraduate subjects performing a remote collaborative learning activity based on the Jigsaw learning technique within the COVID-19 pandemic context. The main goals of the study are (1) to qualitatively describe how the teacher used NAIRA's visualizations to perform interventions and (2) to identify quantitative differences in the number and time between students' spoken interactions among two different stages of the activity, one of them supported by NAIRA's visualizations. The case study showed that NAIRA allowed the teacher to monitor and facilitate the learning activity's supervised stage execution, even in a remote learning context, with students working in separate virtual classrooms with their video cameras off. The quantitative comparison of spoken interactions suggests the existence of differences in the distribution between the monitored and unmonitored stages of the activity, with a more homogeneous speaking time distribution in the NAIRA supported stage.

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mHealth applications have had sustained growth in recent years. However, there is scant and disorganized scientific evidence of methods for evaluating their usability and adoption. We conducted a systematic literature review to describe standards, processes, methods, and tools for evaluating mobile health software. We analyzed ten studies: two identify standards for evaluation, and seven specify tools or instruments for supporting assessment. PSSUQ, SUS, and MARS were the most referenced instruments for usability and adoption evaluation.

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Currently, the improvement of core skills appears as one of the most significant educational challenges of this century. However, assessing the development of such skills is still a challenge in real classroom environments. In this context, Multimodal Learning Analysis techniques appear as an attractive alternative to complement the development and evaluation of core skills. This article presents an exploratory study that analyzes the collaboration and communication of students in a Software Engineering course, who perform a learning activity simulating Scrum with Lego® bricks. Data from the Scrum process was captured, and multidirectional microphones were used in the retrospective ceremonies. Social network analysis techniques were applied, and a correlational analysis was carried out with all the registered information. The results obtained allowed the detection of important relationships and characteristics of the collaborative and Non-Collaborative groups, with productivity, effort, and predominant personality styles in the groups. From all the above, we can conclude that the Multimodal Learning Analysis techniques offer considerable feasibilities to support the process of skills development in students.