Unified Modeling Language (UML) Topics: Cognitive Issues in UML Research

i This is the second of the two special issues on the Unified Modeling Language (UML); the first appeared in the January-March 2008 issue of the Journal of Database Management (Ba-tra, 2008), and included four papers on the topic. The first issue covered UML application topics: the use of UML in practice (Dobing & Parsons, 2008), the organizational inadequacies of UML (Smolander & Rossi, 2008), the need to maintain seamless traceability of business rules in UML (Loucopoulos & Kadir, 2008), and assessment of the effectiveness of domain models as aids to application models developed using UML (Reinhartz-Berger & Sturm, 2008). In the current issue, the three papers address cognitive and ontological concerns related to UML. Assuming the novice perspective, VanderMeer and Dutta (2009) assert that UML is complex and difficult to learn. They evaluate the UML sequence diagram, which may be viewed as a bridge between a use case and its class diagram. By employing the cognitive complexity theory, they explore the difficulty in learning the sequence diagram. They then employ the principles of learner-centered design to develop recommendations for the student analyst engaged in learning and developing the sequence diagram. Gemino and Parker (2009) investigate the usability of use cases and use case diagrams. Using the Cogni-tive Theory of Multimedia Learning (Mayer, 2001), they examine whether use case diagrams improve effectiveness of novice users working with use cases, which are text-based. They evaluate effectiveness by measuring comprehension, retention, and problem solving performance. The results indicate that participants viewing the