Applying TSSL in database schema modeling: Visualizing the syntax of gradual transitions

Abstract

Since database conceptual modeling is a complex cognitive activity, finding an appropriate pedagogy to deliver the topic to novice database designers is a challenge for Information Systems (IS) educators. The four-level TSSL model that is known in the area of human-computer interactions (HCI) is used to explain and demonstrate how instructional design can minimize extraneous cognitive load in the conceptual modeling task of designing a database schema. The instructional design approach puts focus on the syntactic level of TSSL, to explain how visualizing gradual transitions between hierarchic levels of the schema is effective in database modeling. The current work demonstrates the approach, and at the next phase we plan to experimentally test the effectiveness of the approach by comparing performance and attitudes of students who are exposed to emphasizing the syntax of the gradual transitions in schema structure to those who are not exposed to it.

Using multi-focus group method as an effective tool for eliciting business system requirements: Verified by a case study

“…Rapid technological changes also push higher education to well-prepare IS students with training in critical thinking, problem identification, and problem-solving skills [ 53 , 54 ]. Systems requirement analysis is a core process for developing BIS applications [ 55 , 56 ]. As a fundamental unit of IS education programs, Systems Analysis and Design (SA&D) involves understanding business requirements to ensure that the IS solutions are developed to meet organizational goals [ 56 ].…”

“…Systems requirement analysis is a core process for developing BIS applications [ 55 , 56 ]. As a fundamental unit of IS education programs, Systems Analysis and Design (SA&D) involves understanding business requirements to ensure that the IS solutions are developed to meet organizational goals [ 56 ]. SA&D familiarises IS students with the methodologies, tools, and methods for developing IS applications [ 57 ].…”

Engineering pedagogical content knowledge for undergraduate engineering and technology programs: Accelerating graduates’ preparedness for the 4IR geospatial industry

“…To achieve simplification, instructors must find the right representation. In line with CLT, visualization enhances comprehension because graphics can reduce extraneous cognitive processing (e.g., [26] and references therein). Managing levels of complexity also depends on the ability to deconstruct the hierarchy of schemas or of a complex system (e.g., [26] and references therein).…”

“…In line with CLT, visualization enhances comprehension because graphics can reduce extraneous cognitive processing (e.g., [26] and references therein). Managing levels of complexity also depends on the ability to deconstruct the hierarchy of schemas or of a complex system (e.g., [26] and references therein). The CLT framework is well suited to guide the application of the TSSL (task, semantics, syntax, and lexicon) model for teaching and learning the body of knowledge of S/G education.…”

“…Cognitive Load Theory (CLT) provides a framework for designing instructional materials and is focused on identifying instructional designs that can effectively reduce cognitive burden on the learner (e.g., [25]). According to CLT, ineffective cognitive load results from instructional techniques that require learners to be engaged in working memory activities that are not related to schema construction (e.g., [26] and references therein). Extraneous cognitive load is imposed by the way information is presented.…”