期刊名称：Communications of the Association for Information Systems
印刷版ISSN：1529-3181
出版年度：2018
卷号：43
期号：1
页码：30
出版社：Association for Information Systems
摘要：Unified modeling language (UML) is widely taught in the information systems (IS) curriculum. To understand UML in IS education, this paper reports on an empirical study that taps into students’ learning of UML. The study uses a concept-mapping technique to identify the challenges in learning UML notational elements. It reveals that some technical properties of UML diagrammatic representation, coupled with students’ cognitive attributes, hinder both perceptual and conceptual processes involved in searching, recognizing, and inferring visual information, which creates learning barriers. This paper also discusses how to facilitate perceptual and conceptual processes in instruction to overcome learning challenges. The study provides valuable insights for the IS educators, the UML academic community, and practitioners.
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