OPENSMALS: um repositório aberto para auxiliar no ensino de modelagem de software empregando estratégias de aprendizagem ativa

Abstract

Modeling is a core topic in Software Engineering Education. Software modeling enables an in-depth understanding of specific concepts or problems using different detail levels. Unified Modeling Language (UML) has been adopted as a standard modeling language in the software industry for the graphical representation of design models using diagrams. Nevertheless, students face difficulties while learning software modeling. One possible cause is the traditional teacher-centered approach that still dominates in Computer Science. To teach software modeling effectively in computing courses, instructors who usually employed traditional methods could use active learning strategies. However, instructors are reluctant to change their teaching approaches due to several barriers that hinder the application of active learning strategies. Besides, relatively little research addresses how to mitigate them. The objective presented in this doctoral thesis is to support instructors to implement active learning strategies in software modeling teaching. To achieve this objective, we conducted a Design Science Research (DSR). DSR allowed the delimitation of the research problem, the development, evaluation and evolution of an artifact. DSR approach is an iterative process and comprises three interlinked research cycles: the Relevance Cycle, the Design Cycle, and the Rigor Cycle. During the Relevance Cycle, we carried out the feasibility analysis of the research topic. For this, we conducted a Systematic Literature Mapping to understand the main difficulties perceived by students when performing software modeling. Besides, we identified the teaching strategies applied by instructors to support software modeling teaching. We also conducted exploratories experimental studies to obtain a better understanding, from the perspective of students and instructors, of the active learning strategies identified in the literature. The Design Cycle enabled the development, evaluation, and evolution of an artifact. We proposed an artifact called OpenSMALS (Open Repository for Software Modeling Teaching using Active Learning Strategies). OpenSMALS provides specific guidelines on how instructors can apply these strategies and helping instructors to identify the active learning strategies best suit their teaching context. We performed four DSR design cycles — in four different universities — to evaluate the use of OpenSMALS. Our results show that OpenSMALS satisfactorily reduced the barriers faced by instructors, and it achieved an appropriate maturity level to be adopted by other instructors. Finally, the Rigor Cycle refers primarily to generating and using knowledge. The main foundations are knowledge related to Software Engineering Education, Active Learning Strategies, Systematic Literature Mapping, experimental studies, qualitative and quantitative analysis, focus groups, interviews, among others. The main contribution to the knowledge base is OpenSMALS itself, as a new open repository that helps instructors identify AL strategies best suited to their teaching context. Additionally, (i) the process of using of OpenSMALS in real settings serves as an example for other instructors, (ii) the investigation performed to develop OpenSMALS, (iii) the set of active learning strategies that can be used to teach UML diagrams, (iv) the aspects to be considered when implementing the strategy, and (v) the knowledge related to the analysis of impacts of the strategy in teaching UML diagram.