Effect of Domain Knowledge on Elicitation Effectiveness: An Internally Replicated Controlled Experiment

Aranda, Alejandrina M.; Dieste, Óscar; Juristo, Natália

doi:10.1109/tse.2015.2494588

Cited by 28 publications

(14 citation statements)

References 38 publications

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“…The goal of the interview is to transfer the customer's knowledge and needs to the analyst, so that the latter can collect precise, correct and complete requirements, to be later conveyed to a requirements document. The success of an interview depends on several factors, such as the influence of domain knowledge [5], [13], [14]; the trustworthiness, motivation, and expressive ability of the customer [2]; the absorptive capacity and communication skills of the analyst [4], [5]; and ambiguities in the dialogic discourse [2]. Ambiguity in particular may play a negative or a positive role.…”

Section: Introductionmentioning

confidence: 99%

Using Argumentation to Explain Ambiguity in Requirements Elicitation Interviews

Elrakaiby

Ferrari

Spoletini

et al. 2017

2017 IEEE 25th International Requirements Engineering Conference (RE)

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The requirements elicitation process often starts with an interview between a customer and a requirements analyst. During these interviews, ambiguities in the dialogic discourse may reveal the presence of tacit knowledge that needs to be made explicit. It is therefore important to understand the nature of ambiguities in interviews and to provide analysts with cognitive tools to identify and alleviate ambiguities. Ambiguities perceived by analysts are sometimes triggered by specific categories of terms used by the customer such as pronouns, quantifiers, and vague or under-specified terms. However, many of the ambiguities that arise in practice cannot be rooted in single terms. Rather, entire fragments of speech and their relation to the mental state of the analyst need to be considered. In this paper, we show that particular types of ambiguities can be characterised by means of argumentation theory. Argumentation is the study of how conclusions can be reached through logical reasoning. In an argumentation theory, statements are represented as arguments, and conflict relations among statements are represented as attacks. Based on a set of ambiguous fragments extracted from interviews, we define a model of the mental state of the analyst during an interview and translate it into an argumentation theory. Then, we show that many of the ambiguities can be characterized in terms of 'attacks' on arguments. The main novelty of this work is in addressing the problem of explaining fragment-level ambiguities in requirements elicitation interviews through the formal modeling of the analyst's mental model using argumentation theory. Our contribution provides a data-grounded, theoretical basis to have a more complete understanding of the ambiguity phenomenon, and lays the foundations to design intelligent computer-based agents that are able to automatically identify ambiguities.

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Section: Introductionmentioning

confidence: 99%

Using Argumentation to Explain Ambiguity in Requirements Elicitation Interviews

Elrakaiby

Ferrari

Spoletini

et al. 2017

2017 IEEE 25th International Requirements Engineering Conference (RE)

View full text Add to dashboard Cite

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“…Most of the existing work on interviews focuses on identifying the variables that affect the success of an interview. In particular, the influence of domain knowledge [14][15][16][17], and cognitive strategies [18] were evaluated, as well as the combination of other individual factors, such as the expressive ability of the customer, and the absorptive capacity of the analyst. In [19], the variables that affect interviews have been categorized in three main classes: human-oriented, process-oriented, and contextoriented factors.…”

Section: Background and Related Workmentioning

confidence: 99%

“…In our study, the students were provided project briefs for their case studies in order to do their research and planning for the interview. Requirement analysts can be more effective if they have developed a good understanding of the problem domain [14]. The domain knowledge helps the analyst in proper planning of the interview, in developing shared understanding with the customer, and gathering and organizing the acquired information into complete and clear requirements [7].…”

Section: A Domain Knowledgementioning

confidence: 99%

Learning from Mistakes: An Empirical Study of Elicitation Interviews Performed by Novices

Bano

Zowghi

Ferrari

et al. 2018

2018 IEEE 26th International Requirements Engineering Conference (RE)

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Interviews are the most widely used elicitation technique in requirements engineering. However, conducting effective requirements elicitation interviews is challenging, due to the combination of technical and soft skills that requirements analysts often acquire after a long period of professional practice. Empirical evidence about training the novices on conducting effective requirements elicitation interviews is scarce. [Objectives] We present a list of most common mistakes that novices make in requirements elicitation interviews. The objective is to assist the educators in teaching interviewing skills to student analysts. [Research Method] We conducted an empirical study involving roleplaying and authentic assessment with 110 students, teamed up in 28 groups, to conduct interviews with a customer. One researcher made observation notes during the interview while two researchers reviewed the recordings. We qualitatively analyzed the data to identify the themes and classify the mistakes. [Results and conclusion] We identified 34 unique mistakes classified into 7 high level themes. We also give examples of the mistakes made by the novices in each theme, to assist the educationists and trainers. Our research design is a novel combination of well-known pedagogical approaches described in sufficient details to make it repeatable for future requirements engineering education and training research.

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“…The requirements elicitation process can run effectively if the developers have good expertise and knowledge in choosing an elicitation technique [10]. In many cases, the selection of elicitation methods or techniques was not based on application content or the strength of elicitation techniques.…”

Section: Introductionmentioning

confidence: 99%

Model of Tools for Requirements Elicitation Process for Children’s Learning Applications

Sabariah¹,

Santosa²,

Ferdiana³

2020

IJACSA

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Requirements Elicitation are the initial stages in the application development process, where a set of needs from the system will be built and obtained by communicating with stakeholders who have a direct and indirect influence on those needs. Failure in the requirements elicitation process was caused by weak communication. Communication is an essential thing in carrying out the requirements elicitation process. The selection of the right elicitation technique is not only a solution. Informants as sources of information on requirements also need to be considered. The choice of the correct technique often fails because of the tools not useful. The availability of the right form of equipment needs to be considered so that the communication between the elicitation team and the informant goes well. Children have characteristics not the same as adults. Limitations in terms of psychomotor, cognitive, and emotional children are considered in choosing elicitation techniques and tools. These limitations are also influenced by the age range of child development. The use of digital elicitation devices is recommended to be used in the requirements elicitation process. The presentation of interactive tools makes it easier for children to convey their desires. In learning applications for children, aspects of pedagogy that need to be explored are learning styles and children's thinking abilities. Every child in every age range has a different preference for learning style. That is because children do not have learning experiences. That also applies to the level of thinking ability of children. Therefore, these two things need to be appropriately explored when the learning application development process. The proposed elicitation tool model was made by taking into account both components of that pedagogical aspects. The test results of the built model show that the application has satisfaction. That means that children can communicate well in conveying the needed as requirements to the learning application.

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Effect of Domain Knowledge on Elicitation Effectiveness: An Internally Replicated Controlled Experiment

Cited by 28 publications

References 38 publications

Using Argumentation to Explain Ambiguity in Requirements Elicitation Interviews

Using Argumentation to Explain Ambiguity in Requirements Elicitation Interviews

Learning from Mistakes: An Empirical Study of Elicitation Interviews Performed by Novices

Model of Tools for Requirements Elicitation Process for Children’s Learning Applications

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