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[EN] This paper presents the design of the didactic strategy modeling language (DSML) according to the principles of Physics of Notations (PoN). The DSML is a visual and activity-oriented language for learning design characterized by the representation of different activities according to the nature of the task. Once the language is designed, a blind interpretation study is conducted to validate the semantic transparency of the learning activity iconography. The results of the paper allow to refine the icons. In addition to this, an authoring tool for DSML, which is integrated to an LMS, is presented. As a result, a model driven course was designed as a DSML pre-validation.

[EN] The Big Data domain offers valuable opportunities to gain valuable knowledge. The User Interface (UI), the place where the user interacts to extract knowledge from data, must be adapted to address the domain complexities. Designing UIs for Big Data becomes a challenge that involves identifying and designing the user-data interaction implicated in the knowledge extraction. To design such an interaction, one widely used approach is design patterns. Design Patterns describe solutions to common interaction design problems. This paper proposes a set of patterns to design UIs aimed at extracting knowledge from the Big Data systems data conceptual schemas. As a practical example, we apply the patterns to design UI s for the Diagnosis of Genetic Diseases domain since it is a clear case of extracting knowledge from a complex set of genetic data. Our patterns provide valuable design guidelines for Big Data UIs.

[EN] This paper presents the design of the didactic strategy modeling language (DSML) according to the principles of Physics of Notations (PoN). The DSML is a visual and activity-oriented language for learning design characterized by the representation of different activities according to the nature of the task. Once the language is designed, a blind interpretation study is conducted to validate the semantic transparency of the learning activity iconography. The results of the paper allow to refine the icons. In addition to this, an authoring tool for DSML, which is integrated to an LMS, is presented. As a result, a model driven course was designed as a DSML pre-validation.

[EN] The Big Data domain offers valuable opportunities to gain valuable knowledge. The User Interface (UI), the place where the user interacts to extract knowledge from data, must be adapted to address the domain complexities. Designing UIs for Big Data becomes a challenge that involves identifying and designing the user-data interaction implicated in the knowledge extraction. To design such an interaction, one widely used approach is design patterns. Design Patterns describe solutions to common interaction design problems. This paper proposes a set of patterns to design UIs aimed at extracting knowledge from the Big Data systems data conceptual schemas. As a practical example, we apply the patterns to design UI s for the Diagnosis of Genetic Diseases domain since it is a clear case of extracting knowledge from a complex set of genetic data. Our patterns provide valuable design guidelines for Big Data UIs.

[EN] Any knowledge generation process involves raw data comprehension, evaluation and inferential reasoning. These practices, common to different disciplines, are known as data analysis, and represent the most important set of activities in research contexts. Researchers use data analysis software methods and tools for generating new knowledge in their daily data analysis. In recent years, data analysis software has been incorporating explicit references in modelling of cognitive processes, in order to improve the assistance offered in data analysis tasks. However, data analysis software commercial suites are still resisting this inclusion, and there is little empirical work done in knowing more about how cognitive aspects inclusion in software helps researchers in analyzing data. In this paper, we evaluate the impact produced by the explicit inclusion of cognitive processes in the assistance logic of software tools design and development. We conducted an empirical experiment comparing data analysis performance using traditional software versus data analysis performance using software-assistance tools which incorporate cognitive processes in their design. The experiment is designed in terms of accuracy, efficiency, productivity and user satisfaction during the data analysis made by researchers. It allowed us to find some clear benefits of the cognitive inclusion in the software designed for research contexts, with statistically significant differences in terms of accuracy, productivity and researcher's satisfaction in support of this explicit inclusion, although some efficiency weaknesses are detected. We also discuss the implications of these results for the priority of cognitive inclusion in the software tools design for research contexts data analysis.

[EN] Any knowledge generation process involves raw data comprehension, evaluation and inferential reasoning. These practices, common to different disciplines, are known as data analysis, and represent the most important set of activities in research contexts. Researchers use data analysis software methods and tools for generating new knowledge in their daily data analysis. In recent years, data analysis software has been incorporating explicit references in modelling of cognitive processes, in order to improve the assistance offered in data analysis tasks. However, data analysis software commercial suites are still resisting this inclusion, and there is little empirical work done in knowing more about how cognitive aspects inclusion in software helps researchers in analyzing data. In this paper, we evaluate the impact produced by the explicit inclusion of cognitive processes in the assistance logic of software tools design and development. We conducted an empirical experiment comparing data analysis performance using traditional software versus data analysis performance using software-assistance tools which incorporate cognitive processes in their design. The experiment is designed in terms of accuracy, efficiency, productivity and user satisfaction during the data analysis made by researchers. It allowed us to find some clear benefits of the cognitive inclusion in the software designed for research contexts, with statistically significant differences in terms of accuracy, productivity and researcher's satisfaction in support of this explicit inclusion, although some efficiency weaknesses are detected. We also discuss the implications of these results for the priority of cognitive inclusion in the software tools design for research contexts data analysis.

[EN] Both the degree in Telematic Engineering and the degree in Multimedia Engineering have a subject of Software Engineering. One competence of this subject is to train students as professionals for the real world. For this aim, we have applied two versions of a role-playing game where there are both clients, who ask for a system development project, and developers. In the degree in Telematic Ingineering, the teacher plays the role of client, while students play the role of developers. Regarding the degree of Multimedia Engineering, students play both the role of client and developer at the same time (for different projects). In this paper, we tackle both experiences and we show a comparative of results. For Telematic Engineering, we ensure that the workload is the same for all the students. Moreover, the teacher can control directly the work of the students since he/she knows perfectly the project that needs to be developed. Regarding Multimedia Engineering, we try to enhance the students’ creativity since they must devise themselves a project to develop. Moreover, the students learn how to develop both roles, which can be useful for the real world., [ES] Dentro de los grados de Ingeniería Telemática e Ingeniería Multimedia se imparte la asignatura de Ingeniería del Software. Una de las competencias de esta asignatura es formar a los alumnos como profesionales para el mundo real. Para ello, hemos aplicado dos variantes de un juego de rol donde hay clientes, que solicitan un proyecto informático, y desarrolladores. En el Grado de Ingeniería Telemática (GIT), el rol de usuario final lo tomaba un único profesor, mientras que los usuarios jugaban el rol de desarrolladores. En el Grado de Ingeniería Multimedia (GIM), los estudiantes jugaban a la vez el rol de cliente y de desarrolladores (para proyectos distintos). En este artículo se abordan ambas experiencias y se presenta una comparativa de los resultados obtenidos con ellas. En el caso de GIT se garantiza que la carga de trabajo es para todos los estudiantes la misma. Además, el profesor puede llevar un seguimiento más directo al conocer de primera mano el caso a desarrollar. En el caso de GIM se potencia la creatividad de los alumnos, ya que deben inventarse el proyecto a desarrollar. Además, los alumnos aprenden a desempeñar dos roles que les pueden ser útiles en el mundo real.

[EN] Both the degree in Telematic Engineering and the degree in Multimedia Engineering have a subject of Software Engineering. One competence of this subject is to train students as professionals for the real world. For this aim, we have applied two versions of a role-playing game where there are both clients, who ask for a system development project, and developers. In the degree in Telematic Ingineering, the teacher plays the role of client, while students play the role of developers. Regarding the degree of Multimedia Engineering, students play both the role of client and developer at the same time (for different projects). In this paper, we tackle both experiences and we show a comparative of results. For Telematic Engineering, we ensure that the workload is the same for all the students. Moreover, the teacher can control directly the work of the students since he/she knows perfectly the project that needs to be developed. Regarding Multimedia Engineering, we try to enhance the students’ creativity since they must devise themselves a project to develop. Moreover, the students learn how to develop both roles, which can be useful for the real world., [ES] Dentro de los grados de Ingeniería Telemática e Ingeniería Multimedia se imparte la asignatura de Ingeniería del Software. Una de las competencias de esta asignatura es formar a los alumnos como profesionales para el mundo real. Para ello, hemos aplicado dos variantes de un juego de rol donde hay clientes, que solicitan un proyecto informático, y desarrolladores. En el Grado de Ingeniería Telemática (GIT), el rol de usuario final lo tomaba un único profesor, mientras que los usuarios jugaban el rol de desarrolladores. En el Grado de Ingeniería Multimedia (GIM), los estudiantes jugaban a la vez el rol de cliente y de desarrolladores (para proyectos distintos). En este artículo se abordan ambas experiencias y se presenta una comparativa de los resultados obtenidos con ellas. En el caso de GIT se garantiza que la carga de trabajo es para todos los estudiantes la misma. Además, el profesor puede llevar un seguimiento más directo al conocer de primera mano el caso a desarrollar. En el caso de GIM se potencia la creatividad de los alumnos, ya que deben inventarse el proyecto a desarrollar. Además, los alumnos aprenden a desempeñar dos roles que les pueden ser útiles en el mundo real.

[EN] Both the degree in Telematic Engineering and the degree in Multimedia Engineering have a subject of Software Engineering. One competence of this subject is to train students as professionals for the real world. For this aim, we have applied two versions of a role-playing game where there are both clients, who ask for a system development project, and developers. In the degree in Telematic Ingineering, the teacher plays the role of client, while students play the role of developers. Regarding the degree of Multimedia Engineering, students play both the role of client and developer at the same time (for different projects). In this paper, we tackle both experiences and we show a comparative of results. For Telematic Engineering, we ensure that the workload is the same for all the students. Moreover, the teacher can control directly the work of the students since he/she knows perfectly the project that needs to be developed. Regarding Multimedia Engineering, we try to enhance the students’ creativity since they must devise themselves a project to develop. Moreover, the students learn how to develop both roles, which can be useful for the real world., [ES] Dentro de los grados de Ingeniería Telemática e Ingeniería Multimedia se imparte la asignatura de Ingeniería del Software. Una de las competencias de esta asignatura es formar a los alumnos como profesionales para el mundo real. Para ello, hemos aplicado dos variantes de un juego de rol donde hay clientes, que solicitan un proyecto informático, y desarrolladores. En el Grado de Ingeniería Telemática (GIT), el rol de usuario final lo tomaba un único profesor, mientras que los usuarios jugaban el rol de desarrolladores. En el Grado de Ingeniería Multimedia (GIM), los estudiantes jugaban a la vez el rol de cliente y de desarrolladores (para proyectos distintos). En este artículo se abordan ambas experiencias y se presenta una comparativa de los resultados obtenidos con ellas. En el caso de GIT se garantiza que la carga de trabajo es para todos los estudiantes la misma. Además, el profesor puede llevar un seguimiento más directo al conocer de primera mano el caso a desarrollar. En el caso de GIM se potencia la creatividad de los alumnos, ya que deben inventarse el proyecto a desarrollar. Además, los alumnos aprenden a desempeñar dos roles que les pueden ser útiles en el mundo real.

[EN] Both the degree in Telematic Engineering and the degree in Multimedia Engineering have a subject of Software Engineering. One competence of this subject is to train students as professionals for the real world. For this aim, we have applied two versions of a role-playing game where there are both clients, who ask for a system development project, and developers. In the degree in Telematic Ingineering, the teacher plays the role of client, while students play the role of developers. Regarding the degree of Multimedia Engineering, students play both the role of client and developer at the same time (for different projects). In this paper, we tackle both experiences and we show a comparative of results. For Telematic Engineering, we ensure that the workload is the same for all the students. Moreover, the teacher can control directly the work of the students since he/she knows perfectly the project that needs to be developed. Regarding Multimedia Engineering, we try to enhance the students’ creativity since they must devise themselves a project to develop. Moreover, the students learn how to develop both roles, which can be useful for the real world., [ES] Dentro de los grados de Ingeniería Telemática e Ingeniería Multimedia se imparte la asignatura de Ingeniería del Software. Una de las competencias de esta asignatura es formar a los alumnos como profesionales para el mundo real. Para ello, hemos aplicado dos variantes de un juego de rol donde hay clientes, que solicitan un proyecto informático, y desarrolladores. En el Grado de Ingeniería Telemática (GIT), el rol de usuario final lo tomaba un único profesor, mientras que los usuarios jugaban el rol de desarrolladores. En el Grado de Ingeniería Multimedia (GIM), los estudiantes jugaban a la vez el rol de cliente y de desarrolladores (para proyectos distintos). En este artículo se abordan ambas experiencias y se presenta una comparativa de los resultados obtenidos con ellas. En el caso de GIT se garantiza que la carga de trabajo es para todos los estudiantes la misma. Además, el profesor puede llevar un seguimiento más directo al conocer de primera mano el caso a desarrollar. En el caso de GIM se potencia la creatividad de los alumnos, ya que deben inventarse el proyecto a desarrollar. Además, los alumnos aprenden a desempeñar dos roles que les pueden ser útiles en el mundo real.

[EN] Both the degree in Telematic Engineering and the degree in Multimedia Engineering have a subject of Software Engineering. One competence of this subject is to train students as professionals for the real world. For this aim, we have applied two versions of a role-playing game where there are both clients, who ask for a system development project, and developers. In the degree in Telematic Ingineering, the teacher plays the role of client, while students play the role of developers. Regarding the degree of Multimedia Engineering, students play both the role of client and developer at the same time (for different projects). In this paper, we tackle both experiences and we show a comparative of results. For Telematic Engineering, we ensure that the workload is the same for all the students. Moreover, the teacher can control directly the work of the students since he/she knows perfectly the project that needs to be developed. Regarding Multimedia Engineering, we try to enhance the students’ creativity since they must devise themselves a project to develop. Moreover, the students learn how to develop both roles, which can be useful for the real world., [ES] Dentro de los grados de Ingeniería Telemática e Ingeniería Multimedia se imparte la asignatura de Ingeniería del Software. Una de las competencias de esta asignatura es formar a los alumnos como profesionales para el mundo real. Para ello, hemos aplicado dos variantes de un juego de rol donde hay clientes, que solicitan un proyecto informático, y desarrolladores. En el Grado de Ingeniería Telemática (GIT), el rol de usuario final lo tomaba un único profesor, mientras que los usuarios jugaban el rol de desarrolladores. En el Grado de Ingeniería Multimedia (GIM), los estudiantes jugaban a la vez el rol de cliente y de desarrolladores (para proyectos distintos). En este artículo se abordan ambas experiencias y se presenta una comparativa de los resultados obtenidos con ellas. En el caso de GIT se garantiza que la carga de trabajo es para todos los estudiantes la misma. Además, el profesor puede llevar un seguimiento más directo al conocer de primera mano el caso a desarrollar. En el caso de GIM se potencia la creatividad de los alumnos, ya que deben inventarse el proyecto a desarrollar. Además, los alumnos aprenden a desempeñar dos roles que les pueden ser útiles en el mundo real.

[EN] The HCI community has developed guidelines and recommendations for improving the usability system that are usually applied at the last stages of the software development process. On the other hand, the SE community has developed sound methods to elicit functional requirements in the early stages, but usability has been relegated to the last stages together with other nonfunctional requirements. Therefore, there are no methods of usability requirements elicitation to develop software within both communities. An example of this problem arises if we focus on the Model-Driven Development paradigm, where the methods and tools that are used to develop software do not support usability requirements elicitation. In order to study the existing publications that deal with usability requirements from the first steps of the software development process, this work presents a mapping study. Our aim is to compare usability requirements methods and to identify the strong points of each one

[EN] The HCI community has developed guidelines and recommendations for improving the usability system that are usually applied at the last stages of the software development process. On the other hand, the SE community has developed sound methods to elicit functional requirements in the early stages, but usability has been relegated to the last stages together with other nonfunctional requirements. Therefore, there are no methods of usability requirements elicitation to develop software within both communities. An example of this problem arises if we focus on the Model-Driven Development paradigm, where the methods and tools that are used to develop software do not support usability requirements elicitation. In order to study the existing publications that deal with usability requirements from the first steps of the software development process, this work presents a mapping study. Our aim is to compare usability requirements methods and to identify the strong points of each one

[EN] The HCI community has developed guidelines and recommendations for improving the usability system that are usually applied at the last stages of the software development process. On the other hand, the SE community has developed sound methods to elicit functional requirements in the early stages, but usability has been relegated to the last stages together with other nonfunctional requirements. Therefore, there are no methods of usability requirements elicitation to develop software within both communities. An example of this problem arises if we focus on the Model-Driven Development paradigm, where the methods and tools that are used to develop software do not support usability requirements elicitation. In order to study the existing publications that deal with usability requirements from the first steps of the software development process, this work presents a mapping study. Our aim is to compare usability requirements methods and to identify the strong points of each one