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dc.contributor.authorKutar, M.
dc.contributor.authorBritton, C.
dc.contributor.authorBarker, T.
dc.contributor.editorKuljis, J.
dc.contributor.editorBaldwin, L.
dc.contributor.editorScoble, R.
dc.date.accessioned2011-10-24T09:01:23Z
dc.date.available2011-10-24T09:01:23Z
dc.date.issued2002
dc.identifier.citationKutar , M , Britton , C & Barker , T 2002 , A Comparison of Empirical Study and Cognitive Dimensions Analysis in the Evaluation of UML Diagrams . in J Kuljis , L Baldwin & R Scoble (eds) , Procs of the 14th Workshop of the Psychology of Programming Interest Group (PPIG 14) . vol. 2002 , pp. 1-14 .
dc.identifier.otherPURE: 428145
dc.identifier.otherPURE UUID: 3aae2aa8-c4cb-43b0-bca1-e571463e9494
dc.identifier.otherdspace: 2299/1646
dc.identifier.urihttp://hdl.handle.net/2299/6769
dc.description.abstractIt is important that all those who use representations of a system during the development process can clearly understand the representations that are used. Research has shown that structure plays an important role in whether a diagrammatic representation may be readily understood. In this paper we present the results of a study where two different approaches were taken to the evaluation of two notations which form part of the UML diagram toolkit: sequence diagrams and collaboration diagrams. First, a theoretical investigation was carried out using the cognitive dimensions framework. Second, an empirical study was carried out to investigate user understanding of such diagrams. The results of the two studies did not concur, with the theoretical approach supporting the original hypothesis that structure is an important factor in diagram comprehension, but the study providing no evidence to support this.en
dc.language.isoeng
dc.relation.ispartofProcs of the 14th Workshop of the Psychology of Programming Interest Group (PPIG 14)
dc.rightsOpen
dc.titleA Comparison of Empirical Study and Cognitive Dimensions Analysis in the Evaluation of UML Diagramsen
dc.contributor.institutionSchool of Computer Science
dc.contributor.institutionScience & Technology Research Institute
dc.relation.schoolSchool of Computer Science
dc.description.versiontypeFinal Accepted Version
dcterms.dateAccepted2002
rioxxterms.versionAM
rioxxterms.typeOther
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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