ABSTRACT
The Internet of Things (IoT) paradigm is growing, affecting human life and aiming to solve problems in the real world, i.e., in education, healthcare, smart homes, intelligent transportation, and other areas. However, it is a fact that the development of IoT systems is complicated compared to that of traditional software systems, especially in relation to requirements engineering (RE). The RE of IoT systems is not implemented frequently due to their broad aspects, such as the variety of user needs, making these systems difficult to construct. In this sense, the use of loT-based systems has not been well explored by the research community in order to provide well-planned proposals to improve the quality of their performance. In this work, we present a comprehensive and inclusive review of the RE of loT-based systems. To accomplish this, a systematic mapping study (SMS) is presented to evaluate the use of parameters based on the existing literature. SMS is a methodology used for research in the medical field and has recently been implemented in software engineering (SE) to sort and organize research publications to gain knowledge on progress and identify research gaps. In this article, we aim to classify the existing research publications in the current scientific literature regarding RE proposals for IoT software systems and review their implications for future research. This will make it possible to establish lines of research in order to improve the quality of the development of future IoT systems.
ABSTRACT
The COVID-19 pandemic has affected educational institutions around the world. One partial solution for students and teachers to continue the academic process involved the use of software and hardware technologies via the internet. The main objective of this research was to analyze the actions carried out by computer science teachers (and teachers who taught related degrees) in Sinaloa, Mexico, during the COVID-19 confinement period, to determine if the working conditions were different at all educational institutions. Based on quantitative, descriptive-explanatory, correlational, field, and cross-sectional approaches to data collection-a survey was designed and sent to teachers who taught classes in computer science and related careers. The results showed that although teachers felt prepared in designing and implementing virtual courses (90.73%), 68.5% believed that virtual classes were not enough for students (i.e., regarding replacing the training being offered). Likewise, teachers observed that only 27.8% of their students showed real commitment to online classes. In the hypothesis test, a chi-squared value of 3.84 was obtained, with a significance (p-value) of 0.137. There was a probability of error of 13.7%; this is high, considering that the level of significance must be 0.05 (5%) or less. It was concluded that teachers must be permanently trained in the use of new digital technologies; in addition, they must continuously produce academic material and make it available to the educational community. It is necessary for universities to design plans for the regulated use of applications and devices for academic purposes, update study plans and programs, and train teachers and students beyond conventional education.