Empirical Evidence Justifying the Adoption of a Model-Based Approach in the Course Web Applications Development

With the ever-increasing role of business people in software development there is a growing need for business schools to offer courses in e-business and e-commerce applications development. This paper presents the results of a student survey evaluating the applications development skills acquired by business students exposed to two different approaches to teaching the course E-business applications development. The first group was taught using a model-based approach, while the second one was taught using a traditional code-based approach. In the model-based approach the environment model of evaluation was used to introduce the basic programming constructs. The UML Web Modeler profile and statecharts were employed to abstract from the intricacies and the distributed nature of Webbased information systems. A major constituent of this approach was the development of a system model. The underlying assumption was that adopting a model-based approach would enhance students' ability to think and reason formally about, develop rigorously, and program better E-business applications. The contention was that learners would perceive coding as yet another view in the system model. It was believed that having defined the components ' interfaces, students would be bound to experience fewer difficulties when writing the code. In the code-based approach students are exposed to Web programming without being required to develop a system model

Comparison of Required Competences and Task Material in Modeling Education

The reform of the European academic landscape with the introduction of bachelor\u27s and master\u27s degree programs has brought about several profound changes for teaching and assessment in higher education. With regard to the examination system, the shift towards output-oriented teaching is still one of the most significant challenges. Assessments have to be integrated into the teaching and learning arrangements and consistently aligned towards the intended learning outcomes. In particular, assessments should provide valid evidence that learners have acquired competences that are relevant for a specific domain. However, it seems that this didactic goal has not yet been fully achieved in modeling education in computer science. The aim of this study is to investigate whether typical task material used in exercises and exams in modeling education at selected German universities covers relevant competences required for graphical modeling. For this purpose, typical tasks in the field of modeling are first identified by means of a content-analytical procedure. Subsequently, it is determined which competence facets relevant for graphical modeling are addressed by the task types. By contrasting a competence model for modeling with the competences addressed by the tasks, a gap was identified between the required competences and the task material analyzed. In particular, the gap analysis shows the neglect of transversal competence facets as well as those related to the analysis and evaluation of models. The result of this paper is a classification of task types for modeling education and a specification of the competence facets addressed by these tasks. Recommendations for developing and assessing student\u27s competences comprehensively are given

Challenges in Learning Unified Modeling Language: From the Perspective of Diagrammatic Representation and Reasoning

Unified modeling language (UML) is widely taught in the information systems (IS) curriculum. To understand UML in IS education, this paper reports on an empirical study that taps into students’ learning of UML. The study uses a concept-mapping technique to identify the challenges in learning UML notational elements. It reveals that some technical properties of UML diagrammatic representation, coupled with students’ cognitive attributes, hinder both perceptual and conceptual processes involved in searching, recognizing, and inferring visual information, which creates learning barriers. This paper also discusses how to facilitate perceptual and conceptual processes in instruction to overcome learning challenges. The study provides valuable insights for the IS educators, the UML academic community, and practitioners

Information Systems as Representations: A Review of the Theory and Evidence

Representation theory proposes that the basic purpose of an information system (IS) is to faithfully represent certain real-world phenomena, allowing users to reason about these phenomena more cost- effectively than if they were observed directly. Over the past three decades, the theory has underpinned much research on conceptual modeling in IS analysis and design and, increasingly, research on other IS phenomena such as data quality, system alignment, IS security, and system use. The original theory has also inspired further development of its core premises and advances in methodological guidelines to improve its use and evaluation. Nonetheless, the theory has attracted repeated criticisms regarding its validity, relevance, usefulness, and robustness. Given the burgeoning literature on the theory over time, both positive and negative, the time is ripe for a narrative, developmental review. We review representation theory, examine how it has been used, and critically evaluate its contributions and limitations. Based on our findings, we articulate a set of recommendations for improving its application, development, testing, and evaluation

Comparing Representations of Contribution Labels in Goal Models

Goal models have been proposed to be an effective method to support decision making in early requirements engineering. Key to using them is the concept of contribution links that represent how the satisfaction of one goal affects that of another. Multiple proposals have been offered for representing contribution; however, the degree to which users can intuitively understand the meaning behind contribution representations and utilize them appropriately has not been thoroughly studied. This work reports the results of an experimental study that compares the intuitiveness of two contribution representation approaches by measuring the performance of untrained users and exploring the role of individual differences (cognitive styles and arithmetic attitude and ability) in establishing the right intuition. Results show significant differences between the two representations as well as effects of various levels of individual factors. The results inspire further research on contribution links and support the operationalizability of intuitiveness as a criterion for evaluating conceptual modelling language designs

Comparing traditional conceptual modeling with ontology-driven conceptual modeling: An empirical study

[EN] This paper conducts an empirical study that explores the differences between adopting a traditional conceptual modeling (TCM) technique and an ontology-driven conceptual modeling (ODCM) technique with the objective to understand and identify in which modeling situations an ODCM technique can prove beneficial compared to a TCM technique. More specifically, we asked ourselves if there exist any meaningful differences in the resulting conceptual model and the effort spent to create such model between novice modelers trained in an ontology-driven conceptual modeling technique and novice modelers trained in a traditional conceptual modeling technique. To answer this question, we discuss previous empirical research efforts and distill these efforts into two hypotheses. Next, these hypotheses are tested in a rigorously developed experiment, where a total of 100 students from two different Universities participated. The findings of our empirical study confirm that there do exist meaningful differences between adopting the two techniques. We observed that novice modelers applying the ODCM technique arrived at higher quality models compared to novice modelers applying the TCM technique. More specifically, the results of the empirical study demonstrated that it is advantageous to apply an ODCM technique over an TCM when having to model the more challenging and advanced facets of a certain domain or scenario. Moreover, we also did not find any significant difference in effort between applying these two techniques. Finally, we specified our results in three findings that aim to clarify the obtained results. (C) 2018 Elsevier Ltd. All rights reserved.This research has been funded by the Ghent University Special Research Fund (BOF 01N02014) and the National Bank of Belgium.Verdonck, M.; Gailly, F.; Pergl, R.; Guizzardi, G.; Franco Martins, B.; Pastor López, O. (2019). Comparing traditional conceptual modeling with ontology-driven conceptual modeling: An empirical study. Information Systems. 81:92-103. https://doi.org/10.1016/j.is.2018.11.009S921038

Experiences in teaching a graduate course on model-driven software development

Cataloged from PDF version of article.Model-driven software development (MDSD) aims to support the development and evolution of software intensive systems using the basic concepts of model, metamodel, and model transformation. In parallel with the ongoing academic research, MDSD is more and more applied in industrial practices. After being accepted both by a broad community of researchers and the industry, it is now being introduced in university courses. This article describes the experiences of three years of teaching of the graduate course Model-Driven Software Development at Bilkent University in Turkey. The lessons learned can be useful for peer educators who teach or aim to teach a similar course. © 2011 Copyright Taylor and Francis Group, LLC