A Study on the Difficulties of Learning Phase Transition in Object-Oriented Analysis and Design from the Viewpoint of Semantic Distance

Autor/in	Shin, Shin-Shing
Titel	A Study on the Difficulties of Learning Phase Transition in Object-Oriented Analysis and Design from the Viewpoint of Semantic Distance
Quelle	In: IEEE Transactions on Education, 58 (2015) 2, S.117-123 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2014.2334556
Schlagwörter	Computer Science Education; Design; Semantics; Learning Processes; Inhibition; Schemata (Cognition); Epistemology; Undergraduate Students; Problem Solving + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Semantik; Learning process; Lernprozess; Hemmung; Cognition; Schema; Kognition; Erkenntnistheorie; Problemlösen
Abstract	Students in object-oriented analysis and design (OOAD) courses typically encounter difficulties transitioning from object-oriented analysis (OOA) to logical design (OOLD). This study conducted an empirical experiment to examine these learning difficulties by evaluating differences between OOA-to-OOLD and OOLD-to-object-oriented-physical-design (OOPD) transitions from the perspective of semantic distance in the context of semantic network theory. The experimental results indicated that two factors inhibit the learning of OOA-to-OOLD transition: the semantic distance between phases and the precise degree of transition relations. The OOA-to-OOLD transition exhibits a greater semantic distance than the OOLD-to-OOPD transition, which causes difficulty in retrieving and understanding the semantics of OOA-to-OOLD transition relations. OOA-to-OOLD transition relations are less precise, which causes learners to have difficulty in developing efficient schema acquisition and automation when learning OOA-to-OOLD transition. These results provide further insight into the cognitive processes of learners who are learning phase transition. This may guide educators to develop an effective learning instruction method for phase transition and motivate researchers to remedy the inherent deficiency of phase transition in OOAD by considering the cognitive processes of developers. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01