Assessing the effectiveness of feedback enabled simulation in teaching conceptual modeling

Sedrakyan, Gayane; Snoeck, Monique; Poelmans, Stephan

doi:10.1016/j.compedu.2014.06.014

Cited by 45 publications

(26 citation statements)

References 59 publications

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“…In particular, we plan to observe the effects of feedback incorporated in the modeling environment such as the use of built-in intelligent features students can apply during the process of modeling, e.g. to check intra/inter model consistency and to make use of the combined logs with the logs of feedback-enabled simulation of models (Sedrakyan, Snoeck, & Poelmans, 2014). The latter feature allows student to execute their models in order to validate the semantic quality of a model and provides automated feedback that visually links the test results to their causes in the model's design.…”

Section: Discussionmentioning

confidence: 99%

Process mining analysis of conceptual modeling behavior of novices – empirical study using JMermaid modeling and experimental logging environment

Sedrakyan

Snoeck

Weerdt

2014

Computers in Human Behavior

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a b s t r a c tPrevious studies on learning challenges in the field of modeling focus on cognitive perspectives, such as model understanding, modeling language knowledge and perceptual properties of graphical notation by novice business analysts as major sources affecting model quality. In the educational context outcome feedback is usually applied to improve learning achievements. However, not many research publications have been written observing the characteristics of a modeling process itself that can be associated with better/worse learning outcomes, nor have any empirically validated results been reported on the observations of modeling activities in the educational context. This paper attempts to cover this gap for conceptual modeling. We analyze modeling behavior (conceptual modeling event data of 20 cases, 10.000 events in total) using experimental logging functionality of the JMermaid modeling tool and process mining techniques. The outcomes of the work include modeling patterns that are indicative for worse/better learning performance. The results contribute to (1) improving teaching guidance for conceptual modeling targeted at process-oriented feedback, (2) providing recommendations on the type of data that can be useful in observing a modeling behavior from the perspective of learning outcomes. In addition, the study provides first insights for learning analytics research in the domain of conceptual modeling.

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Section: Discussionmentioning

confidence: 99%

Process mining analysis of conceptual modeling behavior of novices – empirical study using JMermaid modeling and experimental logging environment

Sedrakyan

Snoeck

Weerdt

2014

Computers in Human Behavior

Self Cite

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“…The literature, also, reports on tools for teaching specific types of enterprise modelling. One such example is MERODE (Sedrakyan, Snoeck, & Poelmans, 2014), an environment built to teach students conceptual modelling. The main idea is that the students get prompt feedback on their models, which speeds up the learning cycle.…”

Section: Overview Of Related Researchmentioning

confidence: 99%

Creating Apprenticeship Simulations for Teaching Enterprise Modelling – Principles and Lessons Learned

Henkel

Bider

2020

Innovations in Education and Teaching International

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Teaching enterprise modelling is a complex task, as it requires both teaching modelling syntax as well as how to select and extract information from several sources, such as IT systems, employees, and existing documents. To aid teaching enterprise modelling Apprenticeship Simulation (AS) may be used. AS is a form of casebased learning where the students examine a case by following a virtual expert who gives them information sources with which they should work. A case as presented to the students can be quite complex, consisting of numerous types of diverse sources, including recorded interviews and links to real-world dynamic sources such as web pages. In this paper, we present a set of principles for the design of AS case presentations. The principles are based on our experiences in applying AS in four courses in the area of enterprise modelling.

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“…Since databases represent an important segment of computer science and information systems, it is important to adequately address different issues related to teaching approaches of database fundamentals. There is much research addressing issues related to teaching computer science and informatics disciplines including various aspects of databases [5,9,10,13,16,17,21,22,25,29,30,31,35], but little research so far has dealt with the effectiveness of teaching approaches to database design (conceptual and logical modeling) [4,7,15,26].…”

Section: Introductionmentioning

confidence: 99%

Experimental study on the effectiveness of a teaching approach using barker or Bachman notation for conceptual database design

et al. 2018

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Relational databases are one of the pillars of information systems and as a consequence conceptual and logical design can be seen as the foundation of almost every application regardless of the platform. Nevertheless, little research has been done so far on the effectiveness of teaching approaches to database basic concepts and design. This paper introduces a multi-level experimental study developed to examine the effectiveness of learning database fundamentals, depending on the notation used for conceptual design. The main experiment was carried out at a higher education institution. We developed different experimental instruments to evaluate the effectiveness of a teaching approach using Barker or Bachman notation for conceptual database design. In contrast to Barker notation, Bachman notation incorporates elements of logical design (i.e. foreign keys) in the conceptual design level. Students' achievements were examined with regard to influencing factors throughout the learning process. Introducing the Bachman notation and a manual transformation from a conceptual into a logical data model, could increase students' understanding of conceptual, logical and relational data model concepts. We found that the notation used during the learning process has an impact on students' achievements. Moreover, students achieved better results when solving tasks presented with a notation that incorporates elements of logical design into the conceptual level. Finally, we required the use of manual transformation from a conceptual into a logical data model and the results confirmed an increase in students' understanding.

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Assessing the effectiveness of feedback enabled simulation in teaching conceptual modeling

Cited by 45 publications

References 59 publications

Process mining analysis of conceptual modeling behavior of novices – empirical study using JMermaid modeling and experimental logging environment

Process mining analysis of conceptual modeling behavior of novices – empirical study using JMermaid modeling and experimental logging environment

Creating Apprenticeship Simulations for Teaching Enterprise Modelling – Principles and Lessons Learned

Experimental study on the effectiveness of a teaching approach using barker or Bachman notation for conceptual database design

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