This thesis proposes a framework to support the inexperienced student user to undertake the elicitation, analysis and specification of web user requirements. It is designed to support the student during web projects and to encourage more rigorous analysis by documenting web user requirements before the student commences design and implementation. The framework comprises a process meta-model, object model, rules model, support and guidance model, consistency, completeness and correctness model, learning model, student data model and a requirements specification model. The framework was transformed into an automated Computer Aided Web Environment (CAWE) tool and tested on a number of web modules within a Higher Education Institute (HEI). The research programme adopts the Canonical Action Research (CAR) methodology, which involves one or more iterations of diagnosing, action planning, action taking, evaluating and specifying what has been learned through reflection and allows interventions to take place within the next research cycle. Students were active participants in the research programme and contributed to the development of the intervention with continuous feedback. Analysis of usage data generated by the CAWE tool provided a valuable insight into how the framework and support mechanism was used by the students. Main contributions include the extension of knowledge and understanding of Web User Requirements in Web Engineering. Contribution is made to the curriculum of Web Engineering by identifying gaps in knowledge and understanding regarding the lack of analysis techniques used by the student. ii Contribution is also made to Web and User Requirements Engineering by proposing, implementing and evaluating a range of novel methods and frameworks through student collaboration.
|Date of Award||1 Jun 2012|
|Supervisor||Gary Griffiths (Supervisor)|