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Abstract: Models in Software Engineering are considered as abstract representations of software systems. Models highlight relevant details for a certain purpose, whereas irrelevant ones are hidden. Models are supposed to make system comprehension easier by reducing complexity. Therefore, models should play a key role in education, since they would ease the students' learning process. Although these statements are widely accepted, to the best of our knowledge, there is no empirical evidence that supports these hypotheses (beyond practitioners' personal experience). This article aims to contribute to fill thisgap by performing an empirical study on how well students understand entity-relationship database models as compared to structured query language (SQL) code. Several ER models and their corresponding SQL code (more specifically, the data definition language (DDL) statements required to create such models) were shown to a heterogeneous group of students, who answered different questions about the database systems represented by these artifacts. Then, we analysed the correctness of the answers to check whether the ER models really improved students' comprehension.
Autoría: Sánchez P., Zorrilla M., Duque R., Nieto-Reyes A.,
Fuente: Computer Science Education, 2011, 21(4), 343-362
Editorial: Taylor & Francis
Año de publicación: 2011
Nº de páginas: 20
Tipo de publicación: Artículo de Revista
DOI: 10.1080/08993408.2011.630128
ISSN: 0899-3408,1744-5175
Url de la publicación: https://doi.org/10.1080/08993408.2011.630128
Leer publicación
MARTA ELENA ZORRILLA PANTALEON
RAFAEL DUQUE MEDINA
ALICIA NIETO REYES
PABLO SANCHEZ BARREIRO
PABLO PEDRO SANCHEZ ESPESO
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