Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-24263
Publication type: Conference paper
Type of review: Peer review (publication)
Title: Goal-oriented models for teaching and understanding data structures
Authors: Franch, Xavier
Ruiz, Marcela
et. al: No
DOI: 10.1007/978-3-030-89022-3_19
10.21256/zhaw-24263
Proceedings: Conceptual Modeling
Editors of the parent work: Ghose, Aditya
Horkoff, Jennifer
Silva Souza, VĂ­tor E.
Parsons, Jeffrey
Evermann, Joerg
Page(s): 227
Pages to: 241
Conference details: 40th International Conference on Conceptual Modeling (ER2021), online, 18-21 October 2021
Issue Date: 2021
Series: Lecture Notes in Computer Science
Series volume: 13011
Publisher / Ed. Institution: Springer
Publisher / Ed. Institution: Cham
ISBN: 978-3-030-89021-6
978-3-030-89022-3
Language: English
Subjects: Goal-oriented model; iStar2.0; i*; Data structure; Software selection; Comparative quasi-experiment
Subject (DDC): 005: Computer programming, programs and data
Abstract: Most computer science curricula include a compulsory course on data structures. Students are prone to memorise facts about data structures instead of understanding the essence of underlying concepts. This can be explained by the fact that learning the basics of each data structure, the difference with each other, and the adequacy of each of them to the most appropriate context of use, is far from trivial. This paper explores the idea of providing adequate levels of abstractions to describe data structures from an intentional point of view. Our hypothesis is that adopting a goal-oriented perspective could emphasise the main goals of each data structure, its qualities, and its relationships with the potential context of use. Following this hypothesis, in this paper we present the use of iStar2.0 to teach and understand data structures. We conducted a comparative quasi-experiment with undergraduate students to evaluate the effectiveness of the approach. Significant results show the great potential of goal modeling for teaching technical courses like data structures. We conclude this paper by reflecting on further teaching and conceptual modeling research to be conducted in this field.
URI: https://digitalcollection.zhaw.ch/handle/11475/24263
Fulltext version: Accepted version
License (according to publishing contract): Licence according to publishing contract
Restricted until: 2022-10-16
Departement: School of Engineering
Organisational Unit: Institute of Applied Information Technology (InIT)
Appears in collections:Publikationen School of Engineering

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