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

Scaffolded Approach to Reduce Cognitive Load for Modelling Sequence Diagrams

Providing formative feedback on heavy cognitive tasks, such as modelling sequence diagrams, is important for novices to improve learning outcomes. However, reduced face-to-face contact since the advent of COVID-19, has made it difficult to give the feedback and instead made it necessary to devise pedagogical tools able to give regular formative feedback. This paper summarizes and reports the longitudinal studies undertaken to develop such a tool capable of verifying consistency, completeness and quality. This paper also reports views of experienced software engineering instructors about the effectiveness of the current pedagogical tool on improving overall learning outcomes. Based on these findings, we have proposed a number of metrics and incorporated them into our pedagogical tool. The novelty of this tool is its inherent scaffolded approach giving feedback on consistency with class diagrams, verifying responsibilities specified in use-case postconditions are discharged and generating qualitative feedback based on established metrics

Catha Edulis Active Principle, Cathinone, Suppresses Motor Coordination, Accelerates Anxiety and Alters the Levels of Dopamine and its Metabolites in the Limbic Areas of Male Swiss Albino Mice

Cathinone, the active principle of khat (Catha edulis), stimulates, excites and produces euphoric feelings in khat users. Locomotor and rearing activities, either individual or in groups, of male Swiss albino mice were decreased significantly compared to the control. Motor coordination tests (rotarod, rope climb and grip tests) have shown decreased motor performance in the mice treated with cathinone compared to the control. The elevated plus maze test has shown significant anxiety in the mice compared to the control. Contents of dopamine and its metabolite, homovanillic acid, were increased in the limbic areas compared to the control group. In contrast, contents of 3,4-dihydroxyphenyl acetic acid were depleted significantly and dose dependently compared to the control group in the limbic areas of mice. In conclusion, natural cathinone has depleted motor coordination, accelerated anxiety in mice and altered the contents of dopamine and its metabolites