How Prior Knowledge Affects User's Understanding of System Requirements?
Requirements are critical to system validation as they guide all subsequent stages of systems development. Inadequately specified requirements generate systems that require major revisions or cause system failure entirely. Use Cases have become the main vehicle for requirements capture in many current Object Oriented (OO) development methodologies, and a means for developers to communicate with different stakeholders. In this paper we present the results of a laboratory experiment that explored whether different types of use case format are equally effective in facilitating high knowledge user-s understanding. Results showed that the provision of diagrams along with the textual use case descriptions significantly improved user comprehension of system requirements in both familiar and unfamiliar application domains. However, when comparing groups that received models of textual description accompanied with diagrams of different level of details (simple and detailed) we found no significant difference in performance.
[1] C. Kobryn, "UML 2001: A Standardization Odyssey," Comm. of ACM,
vol. 42, no.10, 1999, pp. 29-37.
[2] G. Booch G, J. Rumbaugh J, I. Jacobson, "The unified modeling
language user guide," Addison-Wesley, Reading, 1999.
[3] D. Rosenberg, K. Scott "Use case driven object modeling with UML: a
practical approach," Addison-Wesley, Reading, 1999.
[4] D. Kulak D, E. Guiney, "Use casesÔÇörequirements in context," Addison
Wesley, Reading, 2000.
[5] L. A. Maciaszek, "Requirements analysis and system design, Developing
information systems with UML,". Addison- Wesley, Reading, 2001.
[6] J. Krogstie, "Using a semiotic framework to evaluate UML for the
development of models of high quality", In Siau K, Haplin T (eds)
Unified modeling language: systems analysis, design, and development
issues. Idea Group Puplishing, Hershey, 2000.
[7] B. Dobing, J. Parsons "Understanding the role of use cases in UML: a
review and research agenda". J. Database Manag., vol. 11,no. 4, 2000, pp.
28-36.
[8] Y. Wand, R. Weber "Research Commentary: Information systems and
Conceptual Modeling- a Research Agenda" Info. Sys. Res. , vol. 13, no.
4, 2002, pp. 363-376.
[9] V. Gyselinck, H. Tardieu, "The role of illustrations in text
comprehension: What, when, for whom, and why?" In van Ostendorp,
H., and Goldman, S. R. (eds.) Erlbaum, Mahwah,NJ. 1999
[10] W. Schnotz, , T. Rasch, T. "Enabling, Facilitating, and inhibiting effects
animation in multimedia learning: why reduction of cognitive load can
have negative results on learning," Educ. Tech. Res. and Devel., vol. 53,
no. 3, 2005, pp. 47-58.
[11] W. Schnotz, C. Kurschner, "External and internal representations in the
acquisition and use of knowledge: visualization effects on mental model
construction." Instr. Scie., vol. 36, no. 3, 2008, pp. 175-190.
[12] W. Schnotz, M. Bannert " Construction and interference in learning
from multiple representations" Lear. and Instr., vol. 13, 2003, pp. 141-
156.
[13] M. Scaife, Y. Rogers, "External Cognition: how do graphical
representations work" Int. J. Hum. Comp. Stud., vol. 45, 1996, pp. 185-
213.
[14] W. Winn, W. D. Li, "Do diagrams permit more rapid and accurate
problem-solving than text?" Paper presented at the annual meeting of the
American Educational Research, 1989.
[15] R. Mayer "Multimedia Learning". New York: Cambridge University
Press, 2001.
[16] R. Mayer "The Cambridge hand book of multimedia learning,-
Cambridge: Cambridge University Press, 2005.
[17] A. Paivio, "Mental representation: A dual coding approach,". New York:
Oxford Univ. Press, 1986.
[18] A.D. Baddeley "Working Memory," Oxford: Clarendon Press, 1986.
[19] R. Mayer "Multimedia aids to problem-solving transfer" Int. J. Educ.
Res., vol. 31, 1999, pp. 611- 623.
[20] J. Sweller "Cognitive load during problem solving: Effects on learning,"
Cog. Sci., vol. 12, 1988, pp. 257-285.
[21] P. Cheng, R.K. Lowe, M. Scaife "Cognitive science approaches to
understanding diagrammatic representations," Artif. Intell. Rev., vol. 15,
2001, pp. 79-94.
[22] G. A. Miller " The magical number seven, plus or minus two: Some limits
on our capacity for processing information" Psych. Rev., vol. 63, 1956,
pp. 81-97.
[23] J. Sweller, P. Chandler "Why some material is difficult to learn," Cog.
and Inst., vol. 12, no. 3, 1994, pp. 185-233.
[24] J. Van Merrienboer, J. Sweller "Cognitive Load Theory and Complex
Learning: Recent Development and Future Directions" Educ. Psych., vol.
17, no. 2, 2005, pp. 147-175.
[25] A. Gemino , Y. Wand "Complexity and clarity in conceptual modeling:
Comparison of Mandatory and Optional Properties," Data& Know.
Eng., vol. 55, 2005, pp. 301-326.
[26] A. Burton-Jones, P. M. Meso "Conceptualizing Systems for
Understanding: An Empirical Test Decomposition Principles in Objectoriented
Analysis," Inf. Sys. Res., vol.17, no. 1, 2006, pp. 38- 60.
[27] G. Moore, I. Benbasat "Development of an Instrument to Measure
Perceptions of Adopting an Information Technology Innovation" Inf. Sys.
Res., vol. 2. no. 3, 1991, pp. 192-222.
[28] F. Bodart, A. Patel, R. Weber "Should optional properties be used in
Conceptual Modeling? A theory and three empirical tests " Inf. Sys. Res.,
vol. 12, no. 4, 2001.
[29] J. Parsons, L. Cole "What Do the Pictures Mean? Guidelines for
Experimental Evaluation of Representation Fidelity in Diagrammatical
Conceptual Modeling Techniques". Data& Know. Eng., vol. 55, 2005,
pp. 327-342.
[30] R. Mayer "Models for Understanding.," Rev. Educ. Res., vol. 59, 1989,
pp. 43-64.
[31] J. Cohen "Statistical Power Analysis for the Behavioral Sciences", 2nd
edition. Lawrence Erlbaum Assoc Inc, 1988.
[1] C. Kobryn, "UML 2001: A Standardization Odyssey," Comm. of ACM,
vol. 42, no.10, 1999, pp. 29-37.
[2] G. Booch G, J. Rumbaugh J, I. Jacobson, "The unified modeling
language user guide," Addison-Wesley, Reading, 1999.
[3] D. Rosenberg, K. Scott "Use case driven object modeling with UML: a
practical approach," Addison-Wesley, Reading, 1999.
[4] D. Kulak D, E. Guiney, "Use casesÔÇörequirements in context," Addison
Wesley, Reading, 2000.
[5] L. A. Maciaszek, "Requirements analysis and system design, Developing
information systems with UML,". Addison- Wesley, Reading, 2001.
[6] J. Krogstie, "Using a semiotic framework to evaluate UML for the
development of models of high quality", In Siau K, Haplin T (eds)
Unified modeling language: systems analysis, design, and development
issues. Idea Group Puplishing, Hershey, 2000.
[7] B. Dobing, J. Parsons "Understanding the role of use cases in UML: a
review and research agenda". J. Database Manag., vol. 11,no. 4, 2000, pp.
28-36.
[8] Y. Wand, R. Weber "Research Commentary: Information systems and
Conceptual Modeling- a Research Agenda" Info. Sys. Res. , vol. 13, no.
4, 2002, pp. 363-376.
[9] V. Gyselinck, H. Tardieu, "The role of illustrations in text
comprehension: What, when, for whom, and why?" In van Ostendorp,
H., and Goldman, S. R. (eds.) Erlbaum, Mahwah,NJ. 1999
[10] W. Schnotz, , T. Rasch, T. "Enabling, Facilitating, and inhibiting effects
animation in multimedia learning: why reduction of cognitive load can
have negative results on learning," Educ. Tech. Res. and Devel., vol. 53,
no. 3, 2005, pp. 47-58.
[11] W. Schnotz, C. Kurschner, "External and internal representations in the
acquisition and use of knowledge: visualization effects on mental model
construction." Instr. Scie., vol. 36, no. 3, 2008, pp. 175-190.
[12] W. Schnotz, M. Bannert " Construction and interference in learning
from multiple representations" Lear. and Instr., vol. 13, 2003, pp. 141-
156.
[13] M. Scaife, Y. Rogers, "External Cognition: how do graphical
representations work" Int. J. Hum. Comp. Stud., vol. 45, 1996, pp. 185-
213.
[14] W. Winn, W. D. Li, "Do diagrams permit more rapid and accurate
problem-solving than text?" Paper presented at the annual meeting of the
American Educational Research, 1989.
[15] R. Mayer "Multimedia Learning". New York: Cambridge University
Press, 2001.
[16] R. Mayer "The Cambridge hand book of multimedia learning,-
Cambridge: Cambridge University Press, 2005.
[17] A. Paivio, "Mental representation: A dual coding approach,". New York:
Oxford Univ. Press, 1986.
[18] A.D. Baddeley "Working Memory," Oxford: Clarendon Press, 1986.
[19] R. Mayer "Multimedia aids to problem-solving transfer" Int. J. Educ.
Res., vol. 31, 1999, pp. 611- 623.
[20] J. Sweller "Cognitive load during problem solving: Effects on learning,"
Cog. Sci., vol. 12, 1988, pp. 257-285.
[21] P. Cheng, R.K. Lowe, M. Scaife "Cognitive science approaches to
understanding diagrammatic representations," Artif. Intell. Rev., vol. 15,
2001, pp. 79-94.
[22] G. A. Miller " The magical number seven, plus or minus two: Some limits
on our capacity for processing information" Psych. Rev., vol. 63, 1956,
pp. 81-97.
[23] J. Sweller, P. Chandler "Why some material is difficult to learn," Cog.
and Inst., vol. 12, no. 3, 1994, pp. 185-233.
[24] J. Van Merrienboer, J. Sweller "Cognitive Load Theory and Complex
Learning: Recent Development and Future Directions" Educ. Psych., vol.
17, no. 2, 2005, pp. 147-175.
[25] A. Gemino , Y. Wand "Complexity and clarity in conceptual modeling:
Comparison of Mandatory and Optional Properties," Data& Know.
Eng., vol. 55, 2005, pp. 301-326.
[26] A. Burton-Jones, P. M. Meso "Conceptualizing Systems for
Understanding: An Empirical Test Decomposition Principles in Objectoriented
Analysis," Inf. Sys. Res., vol.17, no. 1, 2006, pp. 38- 60.
[27] G. Moore, I. Benbasat "Development of an Instrument to Measure
Perceptions of Adopting an Information Technology Innovation" Inf. Sys.
Res., vol. 2. no. 3, 1991, pp. 192-222.
[28] F. Bodart, A. Patel, R. Weber "Should optional properties be used in
Conceptual Modeling? A theory and three empirical tests " Inf. Sys. Res.,
vol. 12, no. 4, 2001.
[29] J. Parsons, L. Cole "What Do the Pictures Mean? Guidelines for
Experimental Evaluation of Representation Fidelity in Diagrammatical
Conceptual Modeling Techniques". Data& Know. Eng., vol. 55, 2005,
pp. 327-342.
[30] R. Mayer "Models for Understanding.," Rev. Educ. Res., vol. 59, 1989,
pp. 43-64.
[31] J. Cohen "Statistical Power Analysis for the Behavioral Sciences", 2nd
edition. Lawrence Erlbaum Assoc Inc, 1988.
@article{"International Journal of Information, Control and Computer Sciences:53157", author = "Balsam Mustafa and Safaai Deris", title = "How Prior Knowledge Affects User's Understanding of System Requirements?", abstract = "Requirements are critical to system validation as they guide all subsequent stages of systems development. Inadequately specified requirements generate systems that require major revisions or cause system failure entirely. Use Cases have become the main vehicle for requirements capture in many current Object Oriented (OO) development methodologies, and a means for developers to communicate with different stakeholders. In this paper we present the results of a laboratory experiment that explored whether different types of use case format are equally effective in facilitating high knowledge user-s understanding. Results showed that the provision of diagrams along with the textual use case descriptions significantly improved user comprehension of system requirements in both familiar and unfamiliar application domains. However, when comparing groups that received models of textual description accompanied with diagrams of different level of details (simple and detailed) we found no significant difference in performance.
", keywords = "Prior knowledge, requirement specification, usecase format, user understanding.", volume = "3", number = "2", pages = "318-9", }
