6,514 research outputs found

    A Language Description is More than a Metamodel

    Get PDF
    Within the context of (software) language engineering, language descriptions are considered first class citizens. One of the ways to describe languages is by means of a metamodel, which represents the abstract syntax of the language. Unfortunately, in this process many language engineers forget the fact that a language also needs a concrete syntax and a semantics. In this paper I argue that neither of these can be discarded from a language description. In a good language description the abstract syntax is the central element, which functions as pivot between concrete syntax and semantics. Furthermore, both concrete syntax and semantics should be described in a well-defined formalism

    The Structured Process Modeling Theory (SPMT): a cognitive view on why and how modelers benefit from structuring the process of process modeling

    Get PDF
    After observing various inexperienced modelers constructing a business process model based on the same textual case description, it was noted that great differences existed in the quality of the produced models. The impression arose that certain quality issues originated from cognitive failures during the modeling process. Therefore, we developed an explanatory theory that describes the cognitive mechanisms that affect effectiveness and efficiency of process model construction: the Structured Process Modeling Theory (SPMT). This theory states that modeling accuracy and speed are higher when the modeler adopts an (i) individually fitting (ii) structured (iii) serialized process modeling approach. The SPMT is evaluated against six theory quality criteria

    On the Modular Specification of NFPs: A Case Study

    Get PDF
    The modular specification of non-functional properties of systems is a current challenge of Software Engineering, for which no clear solution exists. However, in the case of Domain-Specific Languages some successful proposals are starting to emerge, combining model-driven techniques with aspect-weaving mechanisms. In this paper we show one of these approaches in practice, and present the implementation we have developed to fully support it. We apply our approach for the specification and monitoring of non-functional properties using observers to a case study, illustrating how generic observers defining non-functional properties can be defined in an independent manner. Then, correspondences between these observers and the domain-specific model of the system can be established, and then weaved into a unified system specification using ATL model transformation. Such a unified specification can also be analyzed in a natural way to obtain the required non-functional properties of the system.This work is partially funded by Research Projects TIN2011-23795 and TIN2011-15497-E

    Learning by building: A visual modelling language for psychology students

    Get PDF
    Cognitive modelling involves building computational models of psychological theories in order to learn more about them, and is a major research area allied to psychology and artificial intelligence. The main problem is that few psychology students have previous programming experience. The course lecturer can avoid the problem by presenting the area only in general terms. This leaves the process of building and testing models, which is central to the methodology, an unknown. Alternatively, students can be introduced to one of the existing cognitive modelling languages, though this can easily be overwhelming, hindering rather than helping their understanding. Our solution was to design and build a programming language for the intended population. The result is Hank, a visual cognitive modelling language for the psychologist. Our informal analyses have investigated the effectiveness of Hank in its intended context of use, both as a paper and pencil exercise for individuals, and as a computer based project to be carried out in groups. The findings largely support the Hank design decisions, and illuminate many of the challenges inherent in designing a programming language for an educational purpose

    Learning by Building: A Visual Modelling Language for Psychology Students

    Get PDF

    Cognitive Effectiveness of Visual Instructional Design Languages

    Get PDF
    The introduction of learning technologies into education is making the design of courses and instructional materials an increasingly complex task. Instructional design languages are identified as conceptual tools for achieving more standardized and, at the same time, more creative design solutions, as well as enhancing communication and transparency in the design process. In this article we discuss differences in cognitive aspects of three visual instructional design languages (E²ML, PoEML, coUML), based on user evaluation. Cognitive aspects are of relevance for learning a design language, creating models with it, and understanding models created using it. The findings should enable language constructors to improve the usability of visual instructional design languages in the future. The paper concludes with directions with regard to how future research on visual instructional design languages could strengthen their value and enhance their actual use by educators and designers by synthesizing existing efforts into a unified modeling approach for VIDLs
    • …
    corecore