Abstract

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.

Department(s)

Business and Information Technology

Keywords and Phrases

Concept mapping; Diagrammatic reasoning; Diagrammatic representation; Learning challenges; UML

International Standard Serial Number (ISSN)

1529-3181

Document Type

Article - Journal

Document Version

Final Version

File Type

text

Language(s)

English

Rights

© 2018 Association for Information Systems, All rights reserved.

Publication Date

01 Sep 2018

Included in

Business Commons

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