Abstract
This paper complements previous empirical studies on teaching Model-driven Engineering (MDE) by reporting on the authors’ attempt at introducing MDE to undergrad students. This is important because: (1) today’s students are tomorrow’s professionals and industrial adoption depends also on the availability of trained professionals and (2) observing problems in the introduction of MDE in the more controlled environment of a classroom setting allows us to identify additional adoption factors, more at the individual level, to be taken into account after in industrial settings. As we report herein, this attempt was largely unsuccessful. We will analyze what went wrong, what we learned from the process and the implications this has for both future endeavors of introducing MDE in both educational and professional environments, particularly regarding human/socio-technical factors to be considered.
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Notes
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- 2.
It is worth mentioning the discussion in the blog post http://modeling-languages.com/failed-convince-students-benefits-code-generation/ explaining the first author’s preliminary observations that ended up with over four thousand visits and thirty comments (from people with different backgrounds like tool vendors: MetaCase, WebRatio, Softeam, consultants and end-users) and the submission of that same post on reddit https://www.reddit.com/r/programming/comments/2vehhm/i_failed_to_convince_my_students_about_the/ that brought sixty-five additional comments. Besides these two, additional discussions on these results took place in other forums like a number of LinkedIn groups.
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- 4.
See an (incomplete) list, taken from the set of instructors that declare to be using [3] in courses, here: https://www.sites.google.com/site/mdsebook/courses.
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Cabot, J., Kolovos, D.S. (2016). Human Factors in the Adoption of Model-Driven Engineering: An Educator’s Perspective. In: Link, S., Trujillo, J. (eds) Advances in Conceptual Modeling. ER 2016. Lecture Notes in Computer Science(), vol 9975. Springer, Cham. https://doi.org/10.1007/978-3-319-47717-6_18
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