Supplementary Material for the Paper Evaluating Strategies for Teaching Micro Frontends: Do Anti-patterns Help?The included documents are:consent_form.pdf: Consent form used to obtain participants' permission for data collection and analysis during the experiment.feedback_form.pdf: Feedback form completed by participants after the second assessment, including open-ended questions and responses based on the Technology Acceptance Model (TAM).participants_characterization_summary.pdf and characterization_form.pdf: Documents related to participant characterization. The characterization form collected data on participants’ prior experience and specialization areas, while the summary provides an overview of this information, used to balance the groups during the experiment.[1st to 5th]session_presentation.pdf: Presentations used during the teaching sessions:1st session: Fundamentals of microservices and their relation to MFEs.2nd session: Introduction to MFE concepts, benefits, challenges, and frontend integration.3rd session: Practical lab session implementing an MFE-based e-commerce architecture.4th session: Real-world MFE architecture examples and practitioner-provided guidelines.5th session: Anti-patterns in MFE.object_1_description.pdf and object_2_description.pdf: Detailed descriptions of the two assessment objects, an e-commerce and a digital bank, respectively.1st_assessment_object_1.pdf and 1st_assessment_object_2.pdf: Materials used for the first assessment, where each group analyzed one of the objects.2nd_assessment_object_1.pdf and 2nd_assessment_object_2.pdf: Materials used for the second assessment, where groups switched objects.perceived_learning_scores.pdf: Contains participants' self-assessed learning scores before and after using the catalog.assessment_scores.pdf: Includes scores from the assessments conducted during the experiment.results*: Results from the qualitative analysis using Grounded Theory Procedures (open and axial coding):results_open_coding.pdf: Document summarizing the open coding of participants’ feedback, including open codes and quotes.results_axial_identify_problems.png: Image with the codes and their relations to create the "Identify problems and solutions" category.results_axial_reinforce.png: Image with the codes and their relations to create the "Support efficient and structured search for MFE problems" category.results_axial_support.png: Image with the codes and their relations to create the "Reinforce and deepen MFE knowledge" category.The supplementary material in this archive is intended to ensure transparency and provide valuable resources for educators interested in incorporating MFE concepts into their curricula.

Supplementary Material for the Paper Evaluating Strategies for Teaching Micro Frontends: Do Anti-patterns Help?The included documents are:consent_form.pdf: Consent form used to obtain participants' permission for data collection and analysis during the experiment.feedback_form.pdf: Feedback form completed by participants after the second assessment, including open-ended questions and responses based on the Technology Acceptance Model (TAM).participants_characterization_summary.pdf and characterization_form.pdf: Documents related to participant characterization. The characterization form collected data on participants’ prior experience and specialization areas, while the summary provides an overview of this information, used to balance the groups during the experiment.[1st to 5th]session_presentation.pdf: Presentations used during the teaching sessions:1st session: Fundamentals of microservices and their relation to MFEs.2nd session: Introduction to MFE concepts, benefits, challenges, and frontend integration.3rd session: Practical lab session implementing an MFE-based e-commerce architecture.4th session: Real-world MFE architecture examples and practitioner-provided guidelines.5th session: Anti-patterns in MFE.object_1_description.pdf and object_2_description.pdf: Detailed descriptions of the two assessment objects, an e-commerce and a digital bank, respectively.1st_assessment_object_1.pdf and 1st_assessment_object_2.pdf: Materials used for the first assessment, where each group analyzed one of the objects.2nd_assessment_object_1.pdf and 2nd_assessment_object_2.pdf: Materials used for the second assessment, where groups switched objects.perceived_learning_scores.pdf: Contains participants' self-assessed learning scores before and after using the catalog.assessment_scores.pdf: Includes scores from the assessments conducted during the experiment.results*: Results from the qualitative analysis using Grounded Theory Procedures (open and axial coding):results_open_coding.pdf: Document summarizing the open coding of participants’ feedback, including open codes and quotes.results_axial_identify_problems.png: Image with the codes and their relations to create the "Identify problems and solutions" category.results_axial_reinforce.png: Image with the codes and their relations to create the "Support efficient and structured search for MFE problems" category.results_axial_support.png: Image with the codes and their relations to create the "Reinforce and deepen MFE knowledge" category.The supplementary material in this archive is intended to ensure transparency and provide valuable resources for educators interested in incorporating MFE concepts into their curricula.