Using Secondary Notation to Influence the Model User's Attention

Recently cognitive principles have been discussed for Conceptual Modeling with the aim to increase domain understanding, model comprehension and modeling efficiency. In particular, the principle of Perceptual Discriminability, which discusses the visual differences of modeling constructs, reveals potential for model comprehension if human attention is influenced in a way that important modeling constructs are more easily detected, and can hence faster be processed. Yet, so far no conditions how the human gaze can be influenced have been defined and evaluated for Conceptual Modeling. This dissertation extends Perceptual Discriminability for conditions to attract human attention for those constructs that are important for model comprehension. Furthermore, these conditions are applied to constructs of two different modeling grammars in general as well as to elements of the process flow of Business Process Models. To evaluate the results a laboratory experiment of extended Perceptual Discriminability is described in which significant differences have been identified for process flow comprehension. For the demonstration of the potential of extended Perceptual Discriminability BPMN secondary notation is improved by emphasizing those constructs that are most important for model comprehension. Therefore, those constructs that are important for model comprehension have been identified within a content analysis and have been worked on according to the conditions of extended Perceptual Discriminability for those visual variables that are free for an application in secondary notation.:Preface ii Abstract iii Table of contents iv Table of Figures v List of Tables vi List of Abbreviations vii Part 1 - Summary Paper 1 1. Motivation 2 2. Research design 7 2.1 Research objectives 7 2.2 Scope 9 2.3 Research method 11 3. Structure of the dissertation 13 4. Contribution to theory and practice 17 5. Future Research Ideas 19 Part 2 - Publications 20 Publication 1 21 Publication 2 22 Publication 3 23 Publication 4 24 Publication 5 25 Publication 6 26 Literature 27 Part 3 - Appendix 3

PoN-S : a systematic approach for applying the Physics of Notation (PoN)

Visual Modeling Languages (VMLs) are important instruments of communication between modelers and stakeholders. Thus, it is important to provide guidelines for designing VMLs. The most widespread approach for analyzing and designing concrete syntaxes for VMLs is the so-called Physics of Notation (PoN). PoN has been successfully applied in the analysis of several VMLs. However, despite its popularity, the application of PoN principles for designing VMLs has been limited. This paper presents a systematic approach for applying PoN in the design of the concrete syntax of VMLs. We propose here a design process establishing activities to be performed, their connection to PoN principles, as well as criteria for grouping PoN principles that guide this process. Moreover, we present a case study in which a visual notation for representing Ontology Pattern Languages is designed

Modeling Mental Qualities

Conscious experiences are characterized by mental qualities, such as those involved in seeing red, feeling pain, or smelling cinnamon. The standard framework for modeling mental qualities represents them via points in geometrical spaces, where distances between points inversely correspond to degrees of phenomenal similarity. This paper argues that the standard framework is structurally inadequate and develops a new framework that is more powerful and flexible. The core problem for the standard framework is that it cannot capture precision structure: for example, consider the phenomenal contrast between seeing an object as crimson in foveal vision versus merely as red in peripheral vision. The solution I favor is to model mental qualities using regions, rather than points. I explain how this seemingly simple formal innovation not only provides a natural way of modeling precision, but also yields a variety of further theoretical fruits: it enables us to formulate novel hypotheses about the space and structures of mental qualities, formally differentiate two dimensions of phenomenal similarity, generate a quantitative model of the phenomenal sorites, and define a measure of discriminatory grain. A noteworthy consequence is that the structure of the mental qualities of conscious experiences is fundamentally different from the structure of the perceptible qualities of external objects

USER EVALUATION OF SYMBOLS FOR CORE BUSINESS PROCESS MODELING CONCEPTS

Process modeling notations are visual languages that use symbols to represent their main concepts. This study investigates the quality of such symbols from users’ perspective. The design of a symbol influences whether it is easy to spot in a model and is correctly associated with the concept it represents. In an empirical study with 188 participants, the normative ratings of process model symbols (for the basic concepts of start, end, task, AND, XOR) were gathered on the dimensions of perceptual pop-out, semantic transparency, perceptual discriminability, and aesthetics. Overall, the results are consistent with our predictions based on the theoretical analyses of the designs of the symbols. Prior familiarity with process modeling notations led to more clear-cut evaluations of routing symbols (AND, XOR) and a reduced tendency to prefer middle rating options, but it did not affect the evaluations of the other symbols. Standardization organizations and academic developers of notations can use insights from the study to enhance the usability of process modeling notations

Modeling age-related differences in immediate memory using SIMPLE

In the SIMPLE model (Scale Invariant Memory and Perceptual Learning), performance on memory tasks is determined by the locations of items in multidimensional space, and better performance is associated with having fewer close neighbors. Unlike most previous simulations with SIMPLE, the ones reported here used measured, rather than assumed, dimensional values. The data to be modeled come from an experiment in which younger and older adults recalled lists of acoustically confusable and nonconfusable items. A multidimensional scaling solution based on the memory confusions was obtained. SIMPLE accounted for the overall difference in performance both between the two age groups and, within each age group, the overall difference between acoustically confusable and nonconfusable items in terms of the MDS coordinates. Moreover, the model accounted for the serial position functions and error gradients. Finally, the generality of the model’s account was examined by fitting data from an already published study. The data and the modeling support the hypothesis that older adults’ memory may be worse, in part, because of altered representations due to age-related auditory perceptual deficits

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

Cognitive Effectiveness of Visual Instructional Design Languages

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

USING SECONDARY NOTATION TO IMPROVE THE COGNITIVE EFFECTIVENESS OF BPMN-MODELS

Almost every implementation of a modeling grammar uses secondary notation to further specify a modeling grammar. Yet, secondary notation is usually applied in an unsystematic way, might contradict what is specified in primary notation and implements research results that should rather be implemented in primary notation. With this work we aim at showing how secondary notation can be used to implement recent research results that are not yet available in primary notation without contracting what is already specified in primary notation. We demonstrate a systematic update of recent research of extended Perceptual Discriminability for BPMN secondary notation and that way, show how research results can quickly be made available for practice without contradicting primary notation. We choose Perceptual Discriminability as it can be used to focus the model user’s attention on the most important constructs and can that way, improve model comprehension. For an update of BPMN secondary notation we first specify free BPMN variables and further show how these variables can be used to focus the model user’s attention on those constructs that most foster comprehension

Systemizing Colour for Conceptual Modeling

Colour is used in many conceptual models and is discussed intensively since MOODY has published his ‘Physics of Notation’. Yet, choosing the right colour for a construct is difficult but crucial. Using a colour for a certain construct which is not appropriate can lead to visual stress as well as too much or too little emphasis on that construct. The aim of this paper is to give a systematization of colour for conceptual modeling by reviewing theories of colour vision, colour harmony and visual attention. Based on this review we provide colour combinations for different conceptual modeling colour scenarios