Publication Type

Journal Article

Version

publishedVersion

Publication Date

9-2018

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.

Keywords

UML, Diagrammatic Representation, Diagrammatic Reasoning, Learning Challenges, Concept Mapping

Discipline

Databases and Information Systems | Instructional Media Design

Research Areas

Information Systems and Management

Areas of Excellence

Digital transformation

Publication

Communications of the Association for Information Systems

Volume

43

First Page

545

Last Page

565

ISSN

1529-3181

Identifier

10.17705/1CAIS.04330

Publisher

Association for Information Systems

Additional URL

https://doi.org/10.17705/1CAIS.04330

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