Abstract
With cutting edge scientific breakthroughs, human-centred algorithmic approaches have proliferated in recent years and information technology (IT) has begun to redesign socio-technical systems in the context of human-AI collaboration. As a result, distinct forms of interaction have emerged in tandem with the proliferation of infrastructures aiding interdisciplinary work practices and research teams. Concomitantly, large volumes of heterogeneous datasets are produced and consumed at a rapid pace across many scientific domains. This results in difficulties in the reliable analysis of scientific production since current tools and algorithms are not necessarily able to provide acceptable levels of accuracy when analyzing the content and impact of publication records from large continuous scientific data streams. On the other hand, humans cannot consider all the information available and may be adversely influenced by extraneous factors. Using this rationale, we propose an initial design of a human-AI enabled pipeline for performing scientometric analyses that exploits the intersection between human behavior and machine intelligence. The contribution is a model for incorporating central principles of human-machine symbiosis (HMS) into scientometric workflows, demonstrating how hybrid intelligence systems can drive and encapsulate the future of research evaluation.

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Teaching software engineering in its many different forms using traditional teaching methods is difficult. Serious games can help overcome these challenges because they allow real situations to be simulated. However, the development of serious games is not easy and, although there are good practices for relating game design patterns to teaching techniques, there is no methodology to support its use in a specific context such as software engineering. This article presents a case study to validate a methodology that links the Learning and Teaching Functions (LTF) to the Game Design Patterns (PIB) in the context of Software Engineering Education. A serious game was developed from scratch using this methodology to teach software estimation (a specific topic of software engineering). An experiment was carried out to validate the effectiveness of the game by comparing the results of two different groups of students. The results indicate that the methodology can help to develop effective educational games on specific learning topics.

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Informatics engineers are currently in the spotlight of innovation. It is, therefore, relevant to analyse and reflect on how higher education can, and should, prepare future engineers to innovate as expected in this ever-changing world. This paper aims to further research and foster scholarly debate regarding the requirements and implications of teaching innovation. For that purpose, we examine an exploratory case study on interdisciplinary cooperation between two higher education courses, designed to promote students’ active learning of innovation through the progressive development of their soft and hard skills. Both courses engaged in an emancipatory pedagogical approach, mostly grounded in project-based work, active learning, and formative assessment. To obtain feedback on this interdisciplinary cooperation, questionnaires were devised to ascertain the students’ perceptions about this pedagogical approach. Individual responses were collected from both courses and data was analysed through simple statistical procedures. Articulating a priori soft skills development with a posteriori hard skills learning process is perceived by students as beneficial in gradually, yet successfully, understanding the subject of innovation. Also, there were even some external success indicators which showed the recognition of successful innovation skills development in informatics engineering students. Thus, according to students’ perceptions of their experience with an emancipatory pedagogy that connected soft with hard skills development, we conclude that such approach encouraged students to create new knowledge and allowed them to develop the necessary skills to innovate.