Lukas Nagel

Lukas Nagel, Jianwei Shi, Melanie Busch

Creating shared understanding between stakeholders is essential for the success of software projects. Conflicting requirements originating from misaligned mental models can hinder the development process. The use of videos to present abstract system visions is one approach to counteract this problem. These videos are usually shown in in-person meetings. However, face-to-face meetings are not suited to every situation and every stakeholder, for example due to scheduling constraints. Methods for the use of vision videos in online settings are necessary. Furthermore, methods enabling an asynchronous use of vision videos are needed for cases when conjoined meetings are impossible even in an online setting. In this paper, we compare synchronous and asynchronous viewings of vision videos in online settings. The two methods are piloted in a preliminary experiment. The results show a difference in the amount of arguments regarding the presented visions. On average, participants who took part in asynchronous meetings stated more arguments. Our results point to multiple advantages and disadvantages as well as use cases for each type. For example, a synchronous meeting could be chosen when all involved stakeholders can attend the appointment to discuss the vision and to quickly resolve ambiguities. An asynchronous meeting could be held if a joint meeting is not feasible due to time constraints. We also discuss how our findings can be applied to the elicitation of requirements from a crowd of stakeholders.

Lukas Nagel, Oliver Karras

One of the most important issues in requirements engineering (RE) is the alignment of stakeholders' mental models. Making sure that all stakeholders share the same vision of a changing system is crucial to the success of any project. Misaligned mental models of stakeholders can lead to conflicting requirements. A promising approach to this problem is the use of video showing a system vision, so-called vision videos, which help stakeholders to disclose, discuss, and align their mental models of the future system. However, videos have the drawback of allowing viewers to adopt a passive role, as has been shown in research on e-learning. In this role, viewers tend to be inactive, unfocused and bored while watching a video. In this paper, we learn and adopt findings from scientific literature in the field of e-learning on how to mitigate this passive role while watching vision videos in requirements engineering. In this way, we developed concepts that incorporate interactive elements into vision videos to help viewers stay focused. These elements include questions that are asked during the video and ways for viewers to decide what happens next in the video. In a preliminary evaluation with twelve participants, we found statistically significant differences when comparing the interactive vision videos with their traditional form. Using an interactive vision videos, viewers are noticeably more engaged and gather more information on the shown system.