Learning Environment for Learning UML - Research Proposal Example

Multi-Touch Technology enhances Collaborative Learning Environment for Learning UML-State diagrams ABSTRACT Unified Modelling Language (UML) is amongst the most popular Object Oriented (OO) design languages. However, students who are attempting to learn UML find it difficult to comprehend its concepts (Hansen and Ratzer 2002). Possible reasons for this range from inherent difficulties in the OO design to problems in learning the OO modelling language and methods (Siau and Loo 2006). This raises the need for easier and more efficient ways to learn UML. Recently, the new paradigm of “Collaborative Learning” has evolved. This refers to a team learning process where members of the team support each other to reach an agreed target. The students have different working abilities and are responsible for both their own learning and the learning of others (Gokhale 1995). Collaborative learning has many advantages over the traditional forms of learning, including the development of oral, written and verbal skills, increasing the ability of students to work in teams, encouraging students to seek solutions to a problem in variety of ways, and learning from the experience of others (Kreijns et al 2003; Rubens et al 2005; Rajamoney and Stapa 2005) In the recent times, providing collaborative learning environment through the use of multi-touch interface has gained greater importance. Multi-touch interfaces have the ability to accommodate more than one user concurrently, which is particularly useful for learning through big and shared display systems like tabletops and interactive walls (Han 2005). Using such as system would encourage students to collaborate with each other and create an environment wherein, they can discuss their findings and integrate their ideas seamlessly without any technological hindrances. In light of the difficulty in learning UML-State diagrams, and the advantages of collaborative learning, this research will investigate the educational impact of multi-touch technology learning environment for learning UML–State diagrams. The research will identify how to help students to work together to solve problems, to communicate with each other and to discuss their different solutions to reach an agreed design with the help of multi-touch technology. STATEMENT OF THE PROBLEM UML has emerged as the most popular Object Oriented Modelling Language (OOML). It is an object-oriented modelling language that enables software engineers to identify, create, visualise, document and facilitate the communication of ideas and designs (Schmuller 2002). However, it is criticised for problems such as semantic inconsistencies, vagueness and conflicting notations, which result in difficulties in learning it (Siau 2006). Beginners may also face difficulties in building UML diagrams as this is a complex process (Chen 2006). Other problems in learning UML have been identified as inappropriate and limited coursework, crowded classrooms, the confusion in students’ minds about the linkages between various diagrams, and the user-unfriendliness of CASE tools (Siau 2006). Also, traditional teaching for UML modelling in a classroom environment is typically only an introduction to the concepts of OO analysis and design; students cannot gain expertise in the domain by attending lectures only. Understanding requires active practical experience (Baghaei 2007). The difficulties of understanding and learning UML have been widely researched (Simons and Graham 1999). Some of studies have focused on developing an Intelligent Tutoring System that helps individuals and small groups learn UML-Class diagrams (Baghaei and Mitrovic 2006). On such intelligent tutoring system is teaching through multi-touch interface, which has gained prominence for providing collaborative learning environment. Such an interface can accommodate more than one user at the same time and students can learn complex problems by constantly interacting with each other and sharing their ideas and suggestions. This would not just enhance their interaction skills but would also promote teamwork. Thus, the multi-touch technology offers to build a collaborative work environment wherein students can discuss their findings and integrate their ideas seamlessly. Such a learning environment can definitely help students to learn complex problems such as designing UML-state diagrams in an easier manner. Therefore, the research will investigate the educational impact of multi-touch collaborative learning environment for learning these diagrams to produce high quality design. Some of the key issues that this research would attempt to understand are: the impact of multi-touch technology in enhancing students’ engagement in collaborative environment, improving students’ understanding of UML-State diagrams design, and augmenting the quality of diagrams design. CONTEXT OF WORK Recent research activity has developed a large number of Computer-Supported Collaborative Learning (CSCL) systems (Lehtinen 2001). Such systems can be classified into three categories (Jermann et al 2001). The earliest systems reflected the actions performed by one individual on the screen of other participants (Plaisant et al 1999). The next type of system keeps track of the state of interactions between various participants. An example of this is Sharlok (Sharing, Linking and Looking-for Knowledge) (Ogata and Yano 2000). The most recent type of system offers feedback to the participants during the collaboration process. Notable tools that have been developed with this feature are COLER (Constantino-González and Suthers 2000) and COLLECT-UML. However, all these systems suffer from limited representation of collaboration, similar to the normal participation of users in a chat system (Tourtoglou and Virvou 2008). However, with the use of multi-touch technology, a collaborative learning environment can be created wherein students can interact with each other simultaneously and integrate their ideas and suggestions. Multi-touch technologies such as DiamondTouch (Dietz and Leigh 2001) allow creating group collaboration as well as provide users separate space to work on their individual modules. With the development in multi-touch technology, experts believe that the interaction between human and computers would increase to a higher level in the future (Han 2005). Thus, this research paper would understand the progress in multi-touch technologies and how such a technology can help in creating a collaborative environment for students to learn complex problems such as UML-State diagrams. REVIEW OF LITERATURE There has been a lot of research on the benefits of collaborative learning environments (Inaba and Mizoguchi 2004). Potential benefits identified include encouraging participants to verbalize their thinking, finding new ways to solve a problem, encouraging team work, and learning from the experience of others (Soller 2001; Webb et al 1995). Some of the earlier CSCL systems developed are COLER COLLECT-UML and AUTO-COLLEAGUE. Of these, only COLLECT-UML and AUTO-COLLEAGUE enable the learning of UML. COLLECT-UML helps the participants to learn Class diagrams in a collaborative environment that is supported by Intelligent Tutoring System, which generates feedback for users while AUTO-COLLEAGUE offers students adaptive help and advice regarding the most efficient and productive organization of the students in groups in order to learn UML. However, both COLLECT-UML (Class diagrams only) and AUTO-COLLEAGUE are concerned with providing advice for students learning design modelling language using UML (Fonteyn et al 1993). This research will focus on improving the level of students’ collaboration in order to achieve some pedagogical goals such as improving students’ collaborative and learning engagement activities while learning UML–State diagrams through multi-touch-based collaborative learning. In the recent times, it has become logical to study the effects of technology on education, as technology has not only become a big part of a student’s life but it is now available at affordable prices as well. For instance, Hannafin and Land (1997) expressed that due to technological advancements, the obstacles to employ novel learning environments can be conquered easily. Experts also indicated that modern technologies provide innovative opportunities to teach students at every educational level. However, in this research, we are particularly focussing on the utility of multi-touch technology in enhancing collaborative learning environment. Multi-touch interfaces have the ability to accommodate more than one user concurrently. This is particularly useful for learning through big and shared display systems like tabletops and interactive walls (Han 2005). This ability to work concurrently by multiple users on the same platform would translate into enhancing users’ ability to change a single document or diagram at the same time without the necessity to share the file through various independent devices or merging together the reworked files at a later stage with the use of a file versioning system (Han 2005). However, it has been found, that not all users prefer using such a technology in a simultaneous manner (Rogers et al 2004). For instance, Rogers, et al (2004) found in their research that users tend to interact consecutively rather than concurrently while using a multi-touch table. However, such a circumstance may occur when the group is given a small task such as designing a calendar or map. Therefore, it would be interesting to find out how users would react to using multi-touch technology when given bigger tasks like UML-state diagram modelling, wherein, every user would be asked to build a different section of the model. Using multi-touch technology in a collaborative learning environment, students can learn fast as the chances of conflicts between users would be minimal in such an environment. This is majorly due to the fact that such a learning environment helps users to understand the emotional levels of each other and therefore facilitate greater understanding within the group (Nevgi, et al. 2006). Experts such as Westerman and his colleagues (2001) believe that such multi-touch environment provides newer possibilities for interaction between human beings and computers. Dietz and Leigh (2001) also conducted a research in this field through their multi-touch environment, DiamondTouch, which allowed group collaboration through a common platform. However, in their research they found that often users wish to work separately rather than in group for certain activities. It is interesting to note that DiamondTouch in fact allows the users to create personal space on the shared display. Further, this feature of the software does not obstruct the other ongoing collaborative effort. This could further help in getting individual inputs and completing the project at a faster rate and would ensure that every student is involved in the project. Thus, past research indicates that very few studies have examined the impact of multi-touch technology in enhancing collaborative learning environment for learning UML-State diagrams in graduate level. The few researches that have been undertaken, the findings have not given any conclusive results (Onwuegbuzie, et al. 2003). Thus, it opens the vistas to undertake a comprehensive research to find out whether multi-touch technology enhances students’ engagement in a collaborative environment. METHOD For this study, a group of graduate students are asked to develop UML-State diagrams using a multi-touch interface. The main purpose of this study is to understand how students interact with each other through multi-touch surfaces and whether such interactions improve their collaboration skills. The efficacy of the group is measured by noticing the level of dependence between the students, the kind of communication between the students, understanding the decision making process and how responsibilities are divided among the students (Johnson 2005). The research would also attempt to understand whether multi-touch technology enhance students' understanding of UML-State diagrams design as well as improves the quality of diagrams design. For this study, two tests would be conducted to understand the efficacy of multi-touch technology in promoting collaborative learning. I would divide my students into a group of six experimental groups, with each group consisting of four students randomly selected from undergraduate to graduate levels. In the first test, each group is asked to complete a UML-State design with the use of a single touch screen. In the second test, the same UML-State design is being asked to create by using a multi-touch screen. As the design task given to the students is of a similar nature, therefore, it is assumed that the amount of time and effort to be taken by the students to complete the task would be similar as well. Further, each test would also be rotated between the groups to facilitate learning between students. The methods that would be used to observe the progress of the students would include filling computer based activity log sheets, video recording the process and conducting interviews of the students through structured questionnaires (Watkins et al 2007). These results would then be analysed to find out whether students benefited from learning in a collaborative environment through the use of multi-touch interface. RESULTS The study intends to find out whether providing collaborative learning environment through the use of multi-touch interface improves the learning capabilities of students, especially, for creating UML-State diagrams. This study would encourage students to collaborate with each other and create an environment wherein, they can discuss their findings and integrate their ideas seamlessly without any technological hindrances. It would further enhance their interaction skills and promote teamwork. Although, the individual members of the team would play an important role in determining the success of this study, even the hardware used for this type of learning environment would have a crucial role as well. Therefore, for this study, even a single touch platform is used to find out whether students are more comfortable using single touch or multi-touch interfaces. It is assumed that multi-touch interface would be the preferred method of learning as it would allow students to work concurrently on similar designs in the same location without the problem of having a leader to control the entire process. However, the results might also indicate that for creating certain parts of the designs, the students may prefer using single interface rather than multi-touch interface. Also, the results would further reveal the importance of individual behavior in a group and how effective teamwork can result in creating a cohesive and collaborative learning environment. Evaluation Criteria The evaluation criteria will consist of answering the research main questions and verifying whether the results of the experimental method support the research hypothesis, or not. The following table shows the evaluation criteria and method of data collection for each research question. Research questions Method of Data collection Evaluation Criteria Q1: Does Multi-touch technology enhances students' engagement in the collaborative environment? Maintaining a log sheet of number of ideas/suggestions given by each student Video recording students’ behaviour throughout the tests. Number of ideas/suggestions given by each student Understanding the level of commitment shown by each student in a collaborative environment. This is essential to measure as all the students in the group need to work simultaneously. The level of commitment can be measured on the scale of 1 to 5, 1 being very good and 5 being very bad. Q2: Does Multi-Touch technology enhances students' understanding of UML-State diagrams design? Final results of the UML-State diagrams created by the students Feedbacks provided by students Time taken by each group to finish the diagrams Difference between the final results of each group Evaluating the students’ feedback on the scale of 1 to 5, 1 being very good and 5 being very bad Q3: Does Multi-Touch technology enhances the quality of diagrams design? Final results of the UML-State diagrams created by the students on the single touch and multi-touch interfaces Feedbacks from the students Grading the final designs created on single touch and multi-touch interfaces separately on the scale of 1 to 5, 1 being very good and 5 being very bad Evaluating the experience of students while working on single and multi-touch interfaces, again on the scale of 1 to 5. Q4: Does Multi-Touch technology improve students’ collaboration skills? Video recording students’ behaviour throughout the tests. Conducting pre-and post tests interviews with students through a structured questioner. Number of discords/arguments between students Number of ideas/suggestions given by each student Level of satisfaction expressed by each student, measured on the scale of 1 to 5. ­REFERENCES Baghaei, N. 2007, 'A collaborative constraint-based intelligent system for learning object-oriented analysis and design using UML,' Victoria University of Wellington. Baghaei, N. and Mitrovic, A. 2006, 'A constraint-based collaborative environment for learning UML class diagrams,' Lecture Notes in Computer Science, vol. 4053, pp. 176. Chen, W. et al. 2006, 'CoLeMo: A collaborative learning environment for UML modelling,' Interactive Learning Environments, vol. 14, no. 3, pp. 233 - 249. Constantino-González, M. and Suthers, D. 2000, 'A coached collaborative learning environment for Entity-Relationship modeling'. Dietz, P. and Leigh, D. 2001, ‘DiamondTouch: A Multi-User Touch Technology,’ Proceedings of the 14th Annual ACM Symposium on User Interface Software and Technology, pp. 219-226. 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