What do we need from modeling tools for teaching? A survey of the community of higher-education modeling teachers

Abstract We report on an international survey of 59 higher-education teachers of software modeling and model-driven engineering regarding the modeling languages and tools they use, the pedagogic approaches they employ, as well as their desires for features and properties in improved modeling tools for teaching. The survey revealed divergent opinions regarding satisfaction with existing tools, with preferred teaching methods, and with currently used modeling tools. But there was agreement on the need for better user experience in tools, more powerful capabilities, better documentation, and comprehensive libraries of examples. There was a dichotomy between a large majority who want to teach modeling using the core UML-based diagram types, versus smaller groups who want to focus either on formal languages or model transformation. The number of modeling tools in use is large, but educators are not aware of most tools, indicating a very fragmented market. We conclude that there is a need for the community to work toward a smaller set of usable and useful tools. Our analysis will inform the development of better tools and pedagogies for teaching modeling and model-driven engineering.