Applying a pragmatics-based creativity-fostering technique to requirements elicitation

Abstract This paper proposes the application to requirements elicitation of an innovative creativity fostering technique based on a model of the pragmatics of communication, the Elementary Pragmatic Model (EPM). The EPM has been used to define a creative process, called EPMcreate (EPM Creative Requi...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Mich, Luisa [verfasserIn] Anesi, Cinzia [verfasserIn] Berry, Daniel M. [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2005

Schlagwörter:	Exploratory experiment Pragmatics of communication Problem solving Viewpoint

Übergeordnetes Werk:	Enthalten in: Requirements Engineering - Springer-Verlag, 1996, 10(2005), 4 vom: 30. Sept., Seite 262-275
Übergeordnetes Werk:	volume:10 ; year:2005 ; number:4 ; day:30 ; month:09 ; pages:262-275

Links:	Volltext

DOI / URN:	10.1007/s00766-005-0008-3

Katalog-ID:	SPR007986289

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allfields	10.1007/s00766-005-0008-3 doi (DE-627)SPR007986289 (SPR)s00766-005-0008-3-e DE-627 ger DE-627 rakwb eng Mich, Luisa verfasserin aut Applying a pragmatics-based creativity-fostering technique to requirements elicitation 2005 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This paper proposes the application to requirements elicitation of an innovative creativity fostering technique based on a model of the pragmatics of communication, the Elementary Pragmatic Model (EPM). The EPM has been used to define a creative process, called EPMcreate (EPM Creative Requirements Engineering TEchnique) that consists of sixteen steps. In each step, the problem is analyzed according to one elementary behavior identified by the EPM. Each behavior suggests that the analyst look at the problem from a different combination of users’ viewpoints. The feasibility and effectiveness of the technique in requirements elicitation was demonstrated by experiments on two projects with very different characteristics. Each experiment compared the performances of two analysis teams, one of which used EPMcreate and the other of which used brainstorming. The results of both experiments highlights the higher effectiveness of EPMcreate. Additional data from the experiments are examined for other insights into how and why EPMcreate is effective. Exploratory experiment (dpeaa)DE-He213 Pragmatics of communication (dpeaa)DE-He213 Problem solving (dpeaa)DE-He213 Viewpoint (dpeaa)DE-He213 Anesi, Cinzia verfasserin aut Berry, Daniel M. verfasserin aut Enthalten in Requirements Engineering Springer-Verlag, 1996 10(2005), 4 vom: 30. Sept., Seite 262-275 (DE-627)271596996 (DE-600)1480687-3 1433-010X nnns volume:10 year:2005 number:4 day:30 month:09 pages:262-275 https://dx.doi.org/10.1007/s00766-005-0008-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2005 4 30 09 262-275
spelling	10.1007/s00766-005-0008-3 doi (DE-627)SPR007986289 (SPR)s00766-005-0008-3-e DE-627 ger DE-627 rakwb eng Mich, Luisa verfasserin aut Applying a pragmatics-based creativity-fostering technique to requirements elicitation 2005 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This paper proposes the application to requirements elicitation of an innovative creativity fostering technique based on a model of the pragmatics of communication, the Elementary Pragmatic Model (EPM). The EPM has been used to define a creative process, called EPMcreate (EPM Creative Requirements Engineering TEchnique) that consists of sixteen steps. In each step, the problem is analyzed according to one elementary behavior identified by the EPM. Each behavior suggests that the analyst look at the problem from a different combination of users’ viewpoints. The feasibility and effectiveness of the technique in requirements elicitation was demonstrated by experiments on two projects with very different characteristics. Each experiment compared the performances of two analysis teams, one of which used EPMcreate and the other of which used brainstorming. The results of both experiments highlights the higher effectiveness of EPMcreate. Additional data from the experiments are examined for other insights into how and why EPMcreate is effective. Exploratory experiment (dpeaa)DE-He213 Pragmatics of communication (dpeaa)DE-He213 Problem solving (dpeaa)DE-He213 Viewpoint (dpeaa)DE-He213 Anesi, Cinzia verfasserin aut Berry, Daniel M. verfasserin aut Enthalten in Requirements Engineering Springer-Verlag, 1996 10(2005), 4 vom: 30. Sept., Seite 262-275 (DE-627)271596996 (DE-600)1480687-3 1433-010X nnns volume:10 year:2005 number:4 day:30 month:09 pages:262-275 https://dx.doi.org/10.1007/s00766-005-0008-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2005 4 30 09 262-275
allfields_unstemmed	10.1007/s00766-005-0008-3 doi (DE-627)SPR007986289 (SPR)s00766-005-0008-3-e DE-627 ger DE-627 rakwb eng Mich, Luisa verfasserin aut Applying a pragmatics-based creativity-fostering technique to requirements elicitation 2005 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This paper proposes the application to requirements elicitation of an innovative creativity fostering technique based on a model of the pragmatics of communication, the Elementary Pragmatic Model (EPM). The EPM has been used to define a creative process, called EPMcreate (EPM Creative Requirements Engineering TEchnique) that consists of sixteen steps. In each step, the problem is analyzed according to one elementary behavior identified by the EPM. Each behavior suggests that the analyst look at the problem from a different combination of users’ viewpoints. The feasibility and effectiveness of the technique in requirements elicitation was demonstrated by experiments on two projects with very different characteristics. Each experiment compared the performances of two analysis teams, one of which used EPMcreate and the other of which used brainstorming. The results of both experiments highlights the higher effectiveness of EPMcreate. Additional data from the experiments are examined for other insights into how and why EPMcreate is effective. Exploratory experiment (dpeaa)DE-He213 Pragmatics of communication (dpeaa)DE-He213 Problem solving (dpeaa)DE-He213 Viewpoint (dpeaa)DE-He213 Anesi, Cinzia verfasserin aut Berry, Daniel M. verfasserin aut Enthalten in Requirements Engineering Springer-Verlag, 1996 10(2005), 4 vom: 30. Sept., Seite 262-275 (DE-627)271596996 (DE-600)1480687-3 1433-010X nnns volume:10 year:2005 number:4 day:30 month:09 pages:262-275 https://dx.doi.org/10.1007/s00766-005-0008-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2005 4 30 09 262-275
allfieldsGer	10.1007/s00766-005-0008-3 doi (DE-627)SPR007986289 (SPR)s00766-005-0008-3-e DE-627 ger DE-627 rakwb eng Mich, Luisa verfasserin aut Applying a pragmatics-based creativity-fostering technique to requirements elicitation 2005 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This paper proposes the application to requirements elicitation of an innovative creativity fostering technique based on a model of the pragmatics of communication, the Elementary Pragmatic Model (EPM). The EPM has been used to define a creative process, called EPMcreate (EPM Creative Requirements Engineering TEchnique) that consists of sixteen steps. In each step, the problem is analyzed according to one elementary behavior identified by the EPM. Each behavior suggests that the analyst look at the problem from a different combination of users’ viewpoints. The feasibility and effectiveness of the technique in requirements elicitation was demonstrated by experiments on two projects with very different characteristics. Each experiment compared the performances of two analysis teams, one of which used EPMcreate and the other of which used brainstorming. The results of both experiments highlights the higher effectiveness of EPMcreate. Additional data from the experiments are examined for other insights into how and why EPMcreate is effective. Exploratory experiment (dpeaa)DE-He213 Pragmatics of communication (dpeaa)DE-He213 Problem solving (dpeaa)DE-He213 Viewpoint (dpeaa)DE-He213 Anesi, Cinzia verfasserin aut Berry, Daniel M. verfasserin aut Enthalten in Requirements Engineering Springer-Verlag, 1996 10(2005), 4 vom: 30. Sept., Seite 262-275 (DE-627)271596996 (DE-600)1480687-3 1433-010X nnns volume:10 year:2005 number:4 day:30 month:09 pages:262-275 https://dx.doi.org/10.1007/s00766-005-0008-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2005 4 30 09 262-275
allfieldsSound	10.1007/s00766-005-0008-3 doi (DE-627)SPR007986289 (SPR)s00766-005-0008-3-e DE-627 ger DE-627 rakwb eng Mich, Luisa verfasserin aut Applying a pragmatics-based creativity-fostering technique to requirements elicitation 2005 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This paper proposes the application to requirements elicitation of an innovative creativity fostering technique based on a model of the pragmatics of communication, the Elementary Pragmatic Model (EPM). The EPM has been used to define a creative process, called EPMcreate (EPM Creative Requirements Engineering TEchnique) that consists of sixteen steps. In each step, the problem is analyzed according to one elementary behavior identified by the EPM. Each behavior suggests that the analyst look at the problem from a different combination of users’ viewpoints. The feasibility and effectiveness of the technique in requirements elicitation was demonstrated by experiments on two projects with very different characteristics. Each experiment compared the performances of two analysis teams, one of which used EPMcreate and the other of which used brainstorming. The results of both experiments highlights the higher effectiveness of EPMcreate. Additional data from the experiments are examined for other insights into how and why EPMcreate is effective. Exploratory experiment (dpeaa)DE-He213 Pragmatics of communication (dpeaa)DE-He213 Problem solving (dpeaa)DE-He213 Viewpoint (dpeaa)DE-He213 Anesi, Cinzia verfasserin aut Berry, Daniel M. verfasserin aut Enthalten in Requirements Engineering Springer-Verlag, 1996 10(2005), 4 vom: 30. Sept., Seite 262-275 (DE-627)271596996 (DE-600)1480687-3 1433-010X nnns volume:10 year:2005 number:4 day:30 month:09 pages:262-275 https://dx.doi.org/10.1007/s00766-005-0008-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2005 4 30 09 262-275
language	English
source	Enthalten in Requirements Engineering 10(2005), 4 vom: 30. Sept., Seite 262-275 volume:10 year:2005 number:4 day:30 month:09 pages:262-275
sourceStr	Enthalten in Requirements Engineering 10(2005), 4 vom: 30. Sept., Seite 262-275 volume:10 year:2005 number:4 day:30 month:09 pages:262-275
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Exploratory experiment Pragmatics of communication Problem solving Viewpoint
isfreeaccess_bool	false
container_title	Requirements Engineering
authorswithroles_txt_mv	Mich, Luisa @@aut@@ Anesi, Cinzia @@aut@@ Berry, Daniel M. @@aut@@
publishDateDaySort_date	2005-09-30T00:00:00Z
hierarchy_top_id	271596996
id	SPR007986289
language_de	englisch
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author	Mich, Luisa
spellingShingle	Mich, Luisa misc Exploratory experiment misc Pragmatics of communication misc Problem solving misc Viewpoint Applying a pragmatics-based creativity-fostering technique to requirements elicitation
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topic_title	Applying a pragmatics-based creativity-fostering technique to requirements elicitation Exploratory experiment (dpeaa)DE-He213 Pragmatics of communication (dpeaa)DE-He213 Problem solving (dpeaa)DE-He213 Viewpoint (dpeaa)DE-He213
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title	Applying a pragmatics-based creativity-fostering technique to requirements elicitation
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title_full	Applying a pragmatics-based creativity-fostering technique to requirements elicitation
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author_browse	Mich, Luisa Anesi, Cinzia Berry, Daniel M.
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doi_str_mv	10.1007/s00766-005-0008-3
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title_sort	applying a pragmatics-based creativity-fostering technique to requirements elicitation
title_auth	Applying a pragmatics-based creativity-fostering technique to requirements elicitation
abstract	Abstract This paper proposes the application to requirements elicitation of an innovative creativity fostering technique based on a model of the pragmatics of communication, the Elementary Pragmatic Model (EPM). The EPM has been used to define a creative process, called EPMcreate (EPM Creative Requirements Engineering TEchnique) that consists of sixteen steps. In each step, the problem is analyzed according to one elementary behavior identified by the EPM. Each behavior suggests that the analyst look at the problem from a different combination of users’ viewpoints. The feasibility and effectiveness of the technique in requirements elicitation was demonstrated by experiments on two projects with very different characteristics. Each experiment compared the performances of two analysis teams, one of which used EPMcreate and the other of which used brainstorming. The results of both experiments highlights the higher effectiveness of EPMcreate. Additional data from the experiments are examined for other insights into how and why EPMcreate is effective.
abstractGer	Abstract This paper proposes the application to requirements elicitation of an innovative creativity fostering technique based on a model of the pragmatics of communication, the Elementary Pragmatic Model (EPM). The EPM has been used to define a creative process, called EPMcreate (EPM Creative Requirements Engineering TEchnique) that consists of sixteen steps. In each step, the problem is analyzed according to one elementary behavior identified by the EPM. Each behavior suggests that the analyst look at the problem from a different combination of users’ viewpoints. The feasibility and effectiveness of the technique in requirements elicitation was demonstrated by experiments on two projects with very different characteristics. Each experiment compared the performances of two analysis teams, one of which used EPMcreate and the other of which used brainstorming. The results of both experiments highlights the higher effectiveness of EPMcreate. Additional data from the experiments are examined for other insights into how and why EPMcreate is effective.
abstract_unstemmed	Abstract This paper proposes the application to requirements elicitation of an innovative creativity fostering technique based on a model of the pragmatics of communication, the Elementary Pragmatic Model (EPM). The EPM has been used to define a creative process, called EPMcreate (EPM Creative Requirements Engineering TEchnique) that consists of sixteen steps. In each step, the problem is analyzed according to one elementary behavior identified by the EPM. Each behavior suggests that the analyst look at the problem from a different combination of users’ viewpoints. The feasibility and effectiveness of the technique in requirements elicitation was demonstrated by experiments on two projects with very different characteristics. Each experiment compared the performances of two analysis teams, one of which used EPMcreate and the other of which used brainstorming. The results of both experiments highlights the higher effectiveness of EPMcreate. Additional data from the experiments are examined for other insights into how and why EPMcreate is effective.
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title_short	Applying a pragmatics-based creativity-fostering technique to requirements elicitation
url	https://dx.doi.org/10.1007/s00766-005-0008-3
remote_bool	true
author2	Anesi, Cinzia Berry, Daniel M.
author2Str	Anesi, Cinzia Berry, Daniel M.
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doi_str	10.1007/s00766-005-0008-3
up_date	2024-07-03T16:35:13.130Z
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The EPM has been used to define a creative process, called EPMcreate (EPM Creative Requirements Engineering TEchnique) that consists of sixteen steps. In each step, the problem is analyzed according to one elementary behavior identified by the EPM. Each behavior suggests that the analyst look at the problem from a different combination of users’ viewpoints. The feasibility and effectiveness of the technique in requirements elicitation was demonstrated by experiments on two projects with very different characteristics. Each experiment compared the performances of two analysis teams, one of which used EPMcreate and the other of which used brainstorming. The results of both experiments highlights the higher effectiveness of EPMcreate. 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