Abstract
Current teaching guides on Software Engineering degree focus mainly on teaching programming languages from the first courses. Conceptual modeling is a topic that is only taught in last courses, like master courses. At that point, many students do not see the usefulness of conceptual modeling and most of them have difficulty to reach the level of abstraction needed to work with them. In order to make the learning of conceptual modeling more attractive, we have conducted an experience where students compare a traditional development versus a development using conceptual models through a Model-Driven Development (MDD) method. This way, students can check on their own pros and cons of working with MDD in a practical environment. Comparison has been done in terms of Accuracy, Effort, Productivity and Satisfaction. The contribution of this paper is twofold: the description of the teaching methodology used throughout the whole course; and the presentation of results and discussions of the comparison between MDD and a traditional development method. Results show that Accuracy, Effort and Productivity are better for MDD when the problem to solve is not easy. These results are shown to students to promote a discussion in the classroom about the use of MDD. According to this discussion, the most difficult part of using MDD is the learnability and the best part is the automatic code generation.
This work was developed with the support of Generalitat Valenciana-funded IDEO project (PROMETEOII/2014/039).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Olivé, À.: Conceptual schema-centric development: a grand challenge for information systems research. In: Pastor, Ó., Falcão e Cunha, J. (eds.) CAiSE 2005. LNCS, vol. 3520, pp. 1–15. Springer, Heidelberg (2005)
INTEGRANOVA Technologies. http://www.integranova.com
Selic, B.: The pragmatics of model-driven development. IEEE Softw. 20, 19–25 (2003)
Hailpern, B., Tarr, P.: Model-driven development: the good, the bad, and the ugly. IBM Syst. J. 45, 451–461 (2006)
Panach, J.I., España, S., Dieste, Ó., Pastor, Ó., Juristo, N.: In search of evidence for model-driven development claims: An experiment on quality, effort, productivity and satisfaction. Inf. Softw. Technol. 62, 164–186 (2015)
Muller, G.: Challenges in teaching conceptual modeling for systems architecting. In: Jeusfeld, M.A., et al. (eds.) ER 2015 Workshops. LNCS, vol. 9382, pp. 317–326. Springer, Heidelberg (2015). doi:10.1007/978-3-319-25747-1_31
Davis, K.C.: Teaching conceptual design capture. In: Parsons, J., Chiu, D. (eds.) ER Workshops 2013. LNCS, vol. 8697, pp. 247–256. Springer, Heidelberg (2014)
Keberle, N., Utkin:, I.V.: Teaching conceptual modeling in ER: chen worlds. In: ICTERI, pp. 222–227 (2012)
Paja, E., Horkoff, J., Mylopoulos, J.: The importance of teaching systematic analysis for conceptual models: an experience report. In: Jeusfeld, M.A., et al. (eds.) ER 2015 Workshops. LNCS, vol. 9382, pp. 347–357. Springer, Heidelberg (2015). doi:10.1007/978-3-319-25747-1_34
Zhuoyi, C., Na, L., Hongjie, Z.: Exploration of teaching model of the database course based on constructivism learning theory. In: 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet), pp. 1808–1811 (2012)
Kung, H.-J., Kung, L., Gardiner, A.: Comparing top-down with bottom-up approaches: teaching data modeling. In: Information Systems Educators Conference, Information Systems Educators Conference (2012)
Sedrakyan, G., Snoeck, M., Poelmans, S.: Assessing the effectiveness of feedback enabled simulation in teaching conceptual modeling. Comput. Educ. 78, 367–382 (2014)
Akayama, S., Hisazumi, K., Hiya, S., Fukuda, A.: Using Model-Driven Development Tools for Object-Oriented Modeling Education. MODELS (2013)
Borland: Keeping your business relevant with model driven architecture (MODEL-DRIVEN ARCHITECTURE) (2004)
Singh, Y., Sood, M.: Model driven architecture: a perspective. In: Advance Computing Conference, 2009. IACC 2009. IEEE International, pp. 1644–1652 (2009)
Moody, D.L.: The method evaluation model: a theoretical model for validating information systems design methods. In: Ciborra, C.U., Mercurio, R., Marco, M.d., Martinez, M., Carignani, A. (eds.): European Conference on Information Systems (ECIS 03), Naples, Italy, pp. 1327–1336 (2003)
West, B.T., Welch, K.B., Galecki, A.T.: Linear mixed models: a practical guide using statistical software. CRC Press (2014)
Cohen, L.: Statistical power analysis for the behavioral sciences. Lawrence Earlbaum Associates (1988)
Embley, D.W., Liddle, S., Pastor, Ó.: Conceptual-model programming: a manifesto. In: Handbook of Conceptual Modeling, pp. 3–16. Springer (2011)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing AG
About this paper
Cite this paper
Pastor, Ó., España, S., Panach, J.I. (2016). Learning Pros and Cons of Model-Driven Development in a Practical Teaching Experience. In: Link, S., Trujillo, J. (eds) Advances in Conceptual Modeling. ER 2016. Lecture Notes in Computer Science(), vol 9975. Springer, Cham. https://doi.org/10.1007/978-3-319-47717-6_19
Download citation
DOI: https://doi.org/10.1007/978-3-319-47717-6_19
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-47716-9
Online ISBN: 978-3-319-47717-6
eBook Packages: Computer ScienceComputer Science (R0)