Building Knowledge through Families of Experiments
IEEE Transactions on Software Engineering
Defining and Validating Measures for Object-Based High-Level Design
IEEE Transactions on Software Engineering
Experimentation in software engineering: an introduction
Experimentation in software engineering: an introduction
Applying meta-analytical procedures to software engineering experiments
Journal of Systems and Software
The Confounding Effect of Class Size on the Validity of Object-Oriented Metrics
IEEE Transactions on Software Engineering
A Metrics Suite for Object Oriented Design
IEEE Transactions on Software Engineering
Replicated studies: building a body of knowledge about software reading techniques
Lecture notes on empirical software engineering
Model-Driven Development: A Metamodeling Foundation
IEEE Software
Finding "Early" Indicators of UML Class Diagrams Understandability and Modifiability
ISESE '04 Proceedings of the 2004 International Symposium on Empirical Software Engineering
A Survey of Controlled Experiments in Software Engineering
IEEE Transactions on Software Engineering
Building measure-based prediction models for UML class diagram maintainability
Empirical Software Engineering
Systematic review: A systematic review of effect size in software engineering experiments
Information and Software Technology
Measures for assessing dynamic complexity aspects of object-oriented conceptual schemes
ER'00 Proceedings of the 19th international conference on Conceptual modeling
Basics of Software Engineering Experimentation
Basics of Software Engineering Experimentation
Quality of merge-refactorings for product lines
FASE'13 Proceedings of the 16th international conference on Fundamental Approaches to Software Engineering
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The main goal of this paper is to show the findings obtained through a meta-analysis study carried out with the data obtained from a family of five controlled experiments performed in academic environments. This family of experiments was carried out to validate empirically two hypotheses applied to UML class diagrams, which investigate 1) The dependence between the structural complexity and size of UML class diagrams on one hand and their cognitive complexity on the other, as well as 2) The dependence between the cognitive complexity of UML class diagrams and their comprehensibility and modifiability. We carried out a meta-analysis, as it allows us to integrate the individual findings obtained from the execution of a family of experiments carried out to test the aforementioned hypotheses. The meta-analysis reveals that the measures related to associations and generalizations have a strong correlation with the cognitive complexity, and that the cognitive complexity has a greater correlation to comprehensibility than to modifiability. These results have implications from the points of view of both modeling and teaching, revealing which UML constructs are most influential when modelers have to comprehend and modify UML class diagrams. In addition, the measures related to associations and generalizations could be used to build prediction models.