View in EDS

Are Models Easier to Understand than Code? An Empirical Study on Comprehension of Entity-Relationship (ER) Models vs. Structured Query Language (SQL) Code

Saved in:
Bibliographic Details
Title: Are Models Easier to Understand than Code? An Empirical Study on Comprehension of Entity-Relationship (ER) Models vs. Structured Query Language (SQL) Code
Language: English
Authors: Sanchez, Pablo, Zorrilla, Marta, Duque, Rafael
Source: Computer Science Education. 2011 21(4):343-362.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 20
Publication Date: 2011
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Science Education, Computer Software, Programming, Programming Languages, Computer System Design, Databases, Statistical Analysis, Comparative Analysis, Models, Educational Experiments, College Students, College Instruction, Instructional Effectiveness, Database Design
DOI: 10.1080/08993408.2011.630128
ISSN: 0899-3408
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 this gap 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. (Contains 6 notes, 3 tables, and 4 figures.)
Abstractor: As Provided
Number of References: 19
Entry Date: 2011
Accession Number: EJ948454
Database: ERIC
Description
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 this gap 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. (Contains 6 notes, 3 tables, and 4 figures.)
ISSN:0899-3408
DOI:10.1080/08993408.2011.630128