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The popularity of mobile devices in all social classes has motivated the development of mobile learning (m-learning) applications. The existing applications, even having many benefits and facilities in relation to the teaching-learning process, still presents problems and challenges, es- pecially regarding the development, reuse and architectural standardization. Particularly, there is a growing adoption of the Software Product Line (SPL) concept, in view of research that investigates these gaps. This paradigm enables organizations to explore the similarities and variabilities of their products, increasing the reuse of artifacts and, consequently, reducing costs and development time. In this context, we discuss how systematic reuse can improve the development of solutions in the m-learning domain. Therefore, this work presents the design, development and experimental evaluation of M-SPLearning, an SPL created to enable the systematic production of m-learning applications. Specifically, the conception of M-SPLearning covers from the initial study for an effective domain analysis to the implementation and evaluation of its functional version. In this regard, the products have been experimentally evaluated by industry software developers, pro- viding statistical evidence that the use of our SPL can speed up the time-to-market of m-learning applications, in addition to reducing their respective number of faults.

High-resolution displays on mobile devices, accurate motion sensors, and efficient mobile processors have taken virtual reality (VR), essentially employed in laboratory, to everyday environments, including homes, workplaces, and classrooms. Regarding programming education, it has been investigated in conjunction with various educational strategies, such as block-based programming (BBP), metaphors, and storytelling. However, studies that adopt VR predominantly employ high-end head-mounted displays (HMDs) and powerful computers to deliver interactive and immersive learning experiences. Conversely, investigations involving mobile platforms and low-cost HMDs often lack user interactivity. Towards filling that gap, this study introduces SSPOT-VR (Space Station for Programming Training in Virtual Reality), a cost-effective solution tailored for children and teenagers that integrates interactive methods for the teaching and learning of programming concepts and the simulated experience of an immersive digitally created world. Three surveys, namely S[subscript 1], S[subscript 2] and S[subscript 3], involving SSPOT-VR and K-12 students were conducted. S[subscript 1] and S[subscript 2] focused on user acceptance (n[subscript 1] = 124 and n[subscript 2] = 16 ) and S[subscript 3] centered on knowledge retention (n[subscript 3] = 31 ). The results indicate students are inclined to accept SSPOT-VR as a valuable educational tool, since it effectively facilitates the retention of programming knowledge through its engaging and interactive learning experiences. By choosing more cost-effective equipment, this research supports the existing body of knowledge while also providing a detailed description of how an effective solution is designed, developed, and used. The approach enhances both affordability and potential applications of immersive VR in programming education.

This special issue of the CLEI Electronic Journal consists of extended and revised versions of articles presented at the XV Ibero-American Conference on Software Engineering (CIbSE 2012) and the IX Experimental Software Engineering Latin American Workshop (ESELAW 2012), which took place in Buenos Aires, Argentina, in April 2012.

Several techniques and criteria are available to help conducting testing activity. The choice for one of them depends on different aspects, such as the time restrictions, ef- fectiveness of the testing criteria or the features of the program under test. In this context, the programming paradigm might influence in the testing activity cost. This paper presents the results of an experimental study to characterize and evaluate the cost and strength of structural and functional testing criteria, comparing object-oriented and procedural programming paradigms. A set of 32 programs from the data structure do- main was considered in this study. The main goals in the execution of this research were: i) to obtain initial results about the investigated questions; ii) to generate artifacts which can be used as basis to define and conduct further experimental studies; iii) to support training and teaching of software testing activity.