New method for summative evaluation of UML class diagrams based on graph similarities

This paper deals with the problem of the evaluation of the student's productions during the construction of a UML class diagram from textual speciations, which can be a tedious task for teachers. The main objective is to propose a method of summative and semi-automatic evaluation of the class diagrams produced by the students, in order to provide an educational reaction on the learning process, and to reduce the evaluation work for the teachers. To achieve this objective, we must analyze these productions and study the transformation, matching, similarity measurement and comparison of several UML graphs. From this study, we adopted a method based on the comparison and matching of the components of several UML diagrams. This proposal is applied to evaluate UML class diagrams and focuses on the structural and semantic aspects of the UML graph produced by students compared to several solutions proposed by the teacher

Constructive Use of Errors in Teaching the UML Class Diagram in an IS Engineering Course

A class diagram is one of the most important diagrams of Unified Modeling Language (UML) and can be used for modeling the static structure of a software system. Learning from errors is a teaching approach based on the assumption that errors can promote learning. We applied a constructive approach of using errors in designing a UML class diagram in order to (a) categorize the students’ errors when they design a class diagram from a text scenario that describes a specific organization and (b) determine whether the learning-from-errors approach enables students to produce more accurate and correct diagrams. The research was conducted with college students (N = 45) studying for their bachelor’s degree in engineering. The approach is presented, and the learning-from-errors activity is illustrated. We present the students’ errors in designing the class diagram before and after the activity, together with the students’ opinions about applying the new approach in their course. Twenty errors in fundamental components of the class diagram design were observed. The students erred less after the activity of learning from errors. The displayed results show the relevance and potential of embedding our approach in teaching. Furthermore, the students viewed the learning-from-errors activity favorably. Thus, one of the benefits of our developed activity is increased student motivation. In light of the improved performance of the task, and the students’ responses to the learning-from-errors approach, we recommend that information systems teachers use similar activities in different fields and on various topics

Improving Learning Outcomes in UML Sequence Diagrams Through Reduced Cognitive Load

This paper demonstrates how cognitive load theory can be used to improve learning outcomes by presenting a tool capable of assisting novices to learn to model sequence diagrams effectively. Sequence diagrams are known to lead to heavy cognitive load as they must be consistent with the class diagram, while discharging all the responsibilities specified in the underlying use case. Moreover, novices must also consider the various design options and their impact on the qualitative aspects of the model. Our tool allows cognitive load to be better managed by using a ‘divide and conquer’ approach. In the initial stage students need to focus only on consistency aspects, and they will not be allowed violate the constraints stated in the class diagram. In the second stage, students will not be allowed to submit a diagram until the stated use case goals are met. In the final stage qualitative feedback and marks are awarded based on established metrics and students are allowed to improve their scores by resubmitting the model. Qualitative and quantitative results show that our novel tool using a form of gamification has helped to improve the learning outcomes in modelling substantially, especially for the stragglers. One benefit of our approach is that it can be adapted to other areas where students maybe cognitively challenged

Colour Information In Design: Understanding Colour Meaning In Packaging Design

Colour is a powerful visual cue that affects consumer brand choice. Although there is an obvious and recognised value in the use of colour information in design, the literature demonstrates that colour information is an underexplored area that has not yet been addressed in detail by design research either practically or theoretically. Moreover, colour crosses various disciplines; due to its multi-disciplinary nature, it is not clear whether colour information is being effectively utilised in design. The aim of this study was to identify which types of colour information are useful in packaging, and to suggest a prototype tool (at concept level) to deliver this useful colour information to design professionals. An analysis of the relevant literature revealed 13 types of colour information which were then selected as basis for the study. Subsequently, the research design consisted of two phases. The first phase was exploratory in order to gain rich insight into the characteristics of useful colour information through interviews, an online survey, a colour meaning experiment, a colour meaning framework, and a colour meaning case study. The second phase was practice-based. Based on the informed exploration from the early studies, a web-based colour tool prototype, referred to as the CMCW (colour-meaning-centred website), was created, refined, and tested. The primary contribution of this study stems from an understanding of colour information to support design professionals; the identification of the five types (harmony, perception, meaning, psychology and printing) and the characteristics of useful colour information; and the formation of a colour-meaning framework and colour-meaning web tool. The secondary contribution of this study is the methodological approach undertaken that was used to understand the relationship between colour meaning and context by conducting a design-focused colour experiment. Research evidence highlights the importance and value of colour meaning information in design. The insight from this work will help researchers, design professionals, and colour-tool developers to make informed decisions on what they should focus on, how they should do so, and why. This will facilitate better provisions and uptake of useful colour information for design professionals in the design process and strategy fields. The framework also could support understanding of colour design practice in an analytic way, and be employed as a research tool in various design- or marketing-related research to investigate and analyse colour