Lukman Ab. Rahim

Enhanced approach for developing web applications using model driven architecture

Creating of web application and corresponding information architecture is often associated with social informatics. It clearly lays at the crossing of the ICT and social sciences, especially because effective information architectures enable people to find content quickly, easily and intuitively. Model Driven Architecture (MDA) technique is initiated by the Object Management Group (OMG), based on separation of concerns. It describes the system functionality in platform independent model (PIM) and also describes the implementation of this functionality using platform specific model (PSM), where the transformation process from PIM to PSM is done automatically using QVT model transformation language. To overcome the large scale web application system complexity, model-driven web engineering is used to automate web application using models to describe web site in different abstraction level. The automation in existing web development methods could be enhanced using MDA technique. This paper provides proposed mechanism to enhance Web Site Design Method (WSDM) method by applying MDA technique. The proposed mechanism enhances WSDM from conceptual modeling approach to MDA modeling approach by profiling the conceptual model of WSDM with the new user-interest profile. This redesigned conceptual model is used as PIM model. The proposed mechanism adds generic PSM to the implementation model of WSDM. We use QVT model transformation language to automate the mapping specification from PIM to PSM. Our method is called WSDM using MDA (WSDMDA).

Proposed Design Notation for Model Transformation

In developing software using model-driven approach, the key technique used is model transformation. Model transformation is part of a new approach in developing software called Model-Driven Architecture (MDA). Model transformation requires the development of transformation rules. Design of the transformation rules will allow the rules to be understood by people without the need to know the language to write the rules. This paper proposes a notation for designing the transformation rules. The abstract syntax, concrete syntax, semantics and well-formedness of the proposed notation are explained here. Examples and experience in using the notation are also given.

A review of educational games design frameworks: An analysis from software engineering

Game-based learning allows leveraging on young learners preference towards playing games to turn games into tools for learning. There are a number of frameworks developed in the various aspects and theories of game-based learning. There are many relationships in existing frameworks that has been discussed regarding certain domains such as subject-matter expert, the game environment, developers, game goals and game designs, however, the relationship between subject-matter, game environment, learning theories and game-play is yet to be discussed together. This paper analyzes a few educational frameworks and discusses their relations among domains that they have used. In addition, this paper will discuss the software engineering practices that is of concern to educational games development but have not been discussed in previous literature.

Towards an Effective Modelling and Development of Educational Games with Subject-Matter: A Multi-Domain Framework

Game-based learning systems or educational games have highly influenced the learning industry over the past decade. The modeling and development of an effective educational game has been a constant challenge for game developers in understanding the relationships between game play (rules and regulations), game environment, learning theories, and the subject-matter (learners achievement to achieve the objective of subject content) embedded in the educational game. Thus, the authors have proposed a multi-domain framework to conceptualize the elements with extracted implicit relationships through a systematic literature review. These relationships are verified through qualitative interviews with eight (8) game-based learning experts to validate the relationships. This paper presents eleven (11) implicit relationships based on subject-matter domain and discusses their relevancy with game environment, learning theories, and game play by applying interpretive hermeneutic approach of qualitative study. Consequently, this paper concludes eleven (11) explicit relationships for game developers to reflect on during the modelling and conceptualizing educational games in the development process.

Modelling educational games through multi-domain framework in light of game play

Game-based learning systems have been proven to provide a highly positive influence with learning industry over the past decade. The challenge occurs when the game developers have to model and develop an effective educational game to understand the depth and relationships between game play (rules and regulations), game environment, learning theories, and the learners achievement to achieve the objective of subject content embedded in the educational game. Modelling in terms of software engineering for educational games can provide a wider aspect for the game developers. Thus, the authors have proposed a multi-domain framework with extracted implicit relationships through a systematic literature review. These relationships are verified through qualitative interviews with eight (8) game-based learning experts to validate the relationships. This paper presents eleven (11) implicit relationships based on game play domain and discusses their relevancy with game environment, learning theories, and subject-matter (learners, teachers) by applying interpretive hermeneutic approach of qualitative study. Consequently, this paper concludes eleven (11) explicit relationships for game developers to reflect upon during the modelling and developing process of educational games.

Evaluating different processes of translating OCL to PVS using model transformation

Various works have been done in verifying object constraint language (OCL) by translating it to formal specification language. This paper presents the process of translating OCL to prototype verification system (PVS) using model transformation. PVS is a formal specification language based on higher-order logic and comes with a theorem prover. Two processes have been identified to translate OCL to PVS. The first process translates OCL constraint to PVS specification directly using model-to-text transformation while the second process transforms OCL to PVS model. Both processes are evaluated to identify the advantages and disadvantages. Transforming OCL to PVS model allow the result to be use for other model management operation.

Evaluating the Usability of Model Transformations Testing Approach (MTTA)

Model Transformation (MT) is a key component in Model Driven Development (MDD). Model transformation is used to transform source model into a target model, improve the model quality and also introduce the design pattern and refactoring. Model transformation are not free from bugs similar to other software development artifacts and it needs to be verified. Code Generators (CG) are a type of model transformation that automatically generate code from software models. To verify a CG using Model Transformation Testing Approach (MTTA) effectively, MTTA requires the users to manually generate test model and develop assertions. Since both tasks are performed manually, a usability study is conducted to gauge the effects of the manual tasks towards the usability of MTTA from three perspective: Learnability, effectiveness and efficiency. The aim of this paper is to identify the usability problems of MTTA related to its learnability, efficiency and effectiveness. Usability test technique is used in this study and questionnaire was used to collect a quantitative data from the participants. A pilot test was conducted with two participants and later eight participants were recruited for the real test. The result shows that MTTA is learnable and effective but inefficient. We conclude with a discussion on the reason why MTTA is inefficient.

Understanding Game Play Domain: An Interpretive Approach towards Modelling Educational Games with Multi-Domain Framework

Game-based learning or educational games has a constantly positive impact on learners while offering a variety of knowledge presentations and providing multiple opportunities to be applied during learning process. The development of an effective educational game has been a challenge for game developers to understand the depth and relationships between game play (rules and regulations), game environment, learning theories, and subject-matter (subject content, learners, teachers) embedded in the educational game. Thus, the authors have proposed a multi-domain framework with extracted implicit vaguely supported relationships through a systematic literature review. These relationships are verified through qualitative interviews with eight (8) game-based learning experts to validate the relationships. This paper presents seven (7) implicit relationships based on game play domain and discusses their relevancy with game environment, learning theories, and subject-matter by applying interpretive hermeneutic approach of qualitative study. Consequently, this paper concludes seven (7) explicit relationships in perspective of game play for game developers to reflect on during the development process of educational games.

A multi-domain framework: A qualitative study evolving understanding of subject-matter in modelling educational games

It is widely agreed that the traditional process of schooling can benefit from the usage of computers as supportive tools. Various approaches using computers in education have become the most prominent over the last decade (i.e. e-learning, game-based learning systems, and edutainment). A constant challenge has been faced by the game developers to achieve an effectively modelled and designed educational game. This can allow game developers to understand the relationships between game play (rules and regulations), game environment, learning theories, and the subject-matter (learners achievement to achieve the objective of subject content) embedded in the educational game. Thus, the authors have proposed a multi-domain framework to conceptualize the elements with extracted implicit relationships through a systematic literature review. These relationships are verified through qualitative interviews with eight (8) game-based learning experts to validate the relationships. This paper presents eleven (11) implicit relationships based on subject-matter domain and discusses their relevancy with game environment, learning theories, and game play by applying interpretive hermeneutic approach of qualitative study. Consequently, this paper concludes eleven (11) explicit relationships for game developers to reflect on during the modelling and conceptualizing educational games in the development process.

An interpretive approach to model educational games: Learning theories domain using multi-domain framework

Game-based learning or educational games are known to be a highly engaging learning system which is incorporated with features that could be addictive for learners to provide effective learning. To model and develop an effective educational game has constantly been a challenge for game developers as they need to understand the depth and relationships between theoretical foundations, game environment, rules and regulations, and the learners achievement to precisely recognize the goal embedded in the educational game. Thus, the authors have proposed a multi-domain framework with extracted relationships through systematic literature review. These relationships are verified through qualitative interviews with eight (8) game-based learning experts to validate the relationships. This paper presents six (6) implicit relationships based on learning theories domain and discusses their relevancy with game environment, game play (rule and regulations), and subject-matter (learners, teachers) by applying interpretive hermeneutic approach of qualitative study. Consequently, this paper concludes six (6) explicit relationships for game developers to reflect on during the development process of educational games.