Integrating Participatory Design and Dual-track Software Development Process: A Case Study From an Intelligent Mathematics Tutoring System
Resumo
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.
Palavras-chave:
Software Engineering, Participatory Design, Dual-Track Development, Unplugged Education, Virtual Teams, Agile Software Development, Intelligent Tutoring System
Referências
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Isotani, S., Bittencourt, I. I., Challco, G. C., Dermeval, D., and Mello, R. F. (2023). Aied unplugged: Leapfrogging the digital divide to reach the underserved. In International Conference on Artificial Intelligence in Education, pages 772–779. Springer.
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Phaneendra, C., SAI PRASAD, B., Sainath, P., MUKESH REDDY, C., and Sowmya, Y. (2022). Query stand web development with user authentication. Ymer, 21(05):180–185.
Portela, C., Lisbôa, R., Yasojima, K., Cordeiro, T., Silva, A., Dermeval, D., Marques, L., Santos, J., Mello, R., Macário, V., Bittencourt, I. I., and Isotani, S. (2023). A case study on aied unplugged applied to public policy for learning recovery post-pandemic in brazil. In Wang, N., Rebolledo-Mendez, G., Dimitrova, V., Matsuda, N., and Santos, O. C., editors, Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, pages 788–796, Cham. Springer Nature Switzerland.
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Rodrigues, L., Guerino, G., Veloso, T., Bianchini, L., Xavier, M., Vieira, T., Marinho, M., Macario, V., Dermeval, D., Bittencourt, I. I., and Isotani, S. (2024b). Mathaide in the classroom: A qualitative analysis of teachers’ perspectives of intelligent tutoring systems unplugged. In Anais do XXXV Simpósio Brasileiro de Informática na Educação, pages 1515–1528, Porto Alegre, RS, Brasil. SBC.
Rodrigues, L., Pereira, F. D., Marinho, M., Macario, V., Bittencourt, I. I., Isotani, S., Dermeval, D., and Mello, R. (2024c). Mathematics intelligent tutoring systems with handwritten input: A scoping review. Education and Information Technologies, 29(9):11183–11209.
Sedano, T., Ralph, P., and Péraire, C. (2020). Dual-track development. IEEE Softw., 37(6):58–64.
Silva, T. E. V. d., Challco, G. C., Rodrigues, L. A. L., Versuti, F. M., Penha, R. S. d., Oliveira, L. S., Guerino, G., Amorin, L. F. C. d., Marinho, M. L. M., Macario, V., et al. (2023). Its unplugged: leapfrogging the digital divide for teaching numeracy skills in underserved populations. In Proceedings.
Spinuzzi, C. (2005). The methodology of participatory design. Technical communication, 52(2):163–174.
Al-Razgan, M., Aldossari, R., Albesher, L., Alshammari, M., Alotaibi, S., Alanquary, N., Alshahrani, N., and Alsaykhan, L. (2022). Challenges of integrating agile and ux/ucd: Systematic. International Journal of Computer Applications, 975:8887.
Bannon, L. J. and Ehn, P. (2012). Design: design matters in participatory design. In Routledge international handbook of participatory design, pages 37–63. Routledge.
bin Uzayr, S. (2022). Frontend Development: The Ultimate Guide. CRC Press.
Bossen, C., Dindler, C., and Iversen, O. S. (2016). Evaluation in participatory design: a literature survey. In Proceedings of the 14th Participatory Design Conference: Full papers-Volume 1, pages 151–160.
Camara, R., Alves, A., Monte, I., and Marinho, M. (2020). Agile global software development: A systematic literature review. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering, pages 31–40.
Guerino, G., Rodrigues, L., Oliveira, L., Marinho, M., Silva, T., Amorim, L., Dermeval, D., da Penha, R., Bittencourt, I., and Isotani, S. (2024). We see you: Understanding math teachers from brazilian public schools to design equitable educational technology. Revista Brasileira de Informática na Educação, 32:336–358.
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., and Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153:103897.
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) (2023). Resultados do Índice de Desenvolvimento da Educação Básica (IDEB) 2023.
Isotani, S., Bittencourt, I. I., Challco, G. C., Dermeval, D., and Mello, R. F. (2023). Aied unplugged: Leapfrogging the digital divide to reach the underserved. In International Conference on Artificial Intelligence in Education, pages 772–779. Springer.
Marinho, M., Noll, J., Richardson, I., and Beecham, S. (2019). Plan-driven approaches are alive and kicking in agile global software development. In 2019 ACM/IEEE International Symposium on Empirical Software Engineering and Measurement (ESEM), pages 1–11. IEEE.
Menezes, R., Marinho, M., and Sampaio, S. (2024). Metrics in large-scale agile software development: A multivocal literature review. In Anais do XXVII Congresso Ibero-Americano em Engenharia de Software, pages 106–120, Porto Alegre, RS, Brasil. SBC.
Nkambou, R., Mizoguchi, R., and Bourdeau, J. (2010). Advances in intelligent tutoring systems, volume 308. Springer Science & Business Media.
Phaneendra, C., SAI PRASAD, B., Sainath, P., MUKESH REDDY, C., and Sowmya, Y. (2022). Query stand web development with user authentication. Ymer, 21(05):180–185.
Portela, C., Lisbôa, R., Yasojima, K., Cordeiro, T., Silva, A., Dermeval, D., Marques, L., Santos, J., Mello, R., Macário, V., Bittencourt, I. I., and Isotani, S. (2023). A case study on aied unplugged applied to public policy for learning recovery post-pandemic in brazil. In Wang, N., Rebolledo-Mendez, G., Dimitrova, V., Matsuda, N., and Santos, O. C., editors, Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, pages 788–796, Cham. Springer Nature Switzerland.
Rodrigues, L., Guerino, G., Challco, G. C., Veloso, T. E., Oliveira, L., da Penha, R. S., Melo, R. F., Vieira, T., Marinho, M., Macario, V., et al. (2023). Teacher-centered intelligent tutoring systems: Design considerations from brazilian, public school teachers. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 1419– 1430. SBC.
Rodrigues, L., Guerino, G., Silva, T. E., Challco, G. C., Oliveira, L., da Penha, R. S., Melo, R. F., Vieira, T., Marinho, M., Macario, V., et al. (2024a). Mathaide: A qualitative study of teachers’ perceptions of an its unplugged for underserved regions. International Journal of Artificial Intelligence in Education, pages 1–29.
Rodrigues, L., Guerino, G., Veloso, T., Bianchini, L., Xavier, M., Vieira, T., Marinho, M., Macario, V., Dermeval, D., Bittencourt, I. I., and Isotani, S. (2024b). Mathaide in the classroom: A qualitative analysis of teachers’ perspectives of intelligent tutoring systems unplugged. In Anais do XXXV Simpósio Brasileiro de Informática na Educação, pages 1515–1528, Porto Alegre, RS, Brasil. SBC.
Rodrigues, L., Pereira, F. D., Marinho, M., Macario, V., Bittencourt, I. I., Isotani, S., Dermeval, D., and Mello, R. (2024c). Mathematics intelligent tutoring systems with handwritten input: A scoping review. Education and Information Technologies, 29(9):11183–11209.
Sedano, T., Ralph, P., and Péraire, C. (2020). Dual-track development. IEEE Softw., 37(6):58–64.
Silva, T. E. V. d., Challco, G. C., Rodrigues, L. A. L., Versuti, F. M., Penha, R. S. d., Oliveira, L. S., Guerino, G., Amorin, L. F. C. d., Marinho, M. L. M., Macario, V., et al. (2023). Its unplugged: leapfrogging the digital divide for teaching numeracy skills in underserved populations. In Proceedings.
Spinuzzi, C. (2005). The methodology of participatory design. Technical communication, 52(2):163–174.
Publicado
12/05/2025
Como Citar
ASSIS, João Victor; GUERINO, Guilherme; RODRIGUES, Luiz; MACARIO, Valmir; MARINHO, Marcelo.
Integrating Participatory Design and Dual-track Software Development Process: A Case Study From an Intelligent Mathematics Tutoring System. In: CONGRESSO IBERO-AMERICANO EM ENGENHARIA DE SOFTWARE (CIBSE), 28. , 2025, Ciudad Real/Espanha.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 30-44.
DOI: https://doi.org/10.5753/cibse.2025.35290.
