Notation and nature of task in comprehending design rationale

Abstract

This paper provides the elements of a ground theory on how design rationale can be effectively re-used across design generations. In particular, we explore the role of notation, argumentative structure and task conditions under which comprehension in that context can be facilitated. An experiment is set up in order to investigate whether and under which task requirements visual formalisms outperform text and whether Vessey's 'cognitive fit' argument stands true in decision-making activities related to the design of interactive systems. Results confirm that visual formalisms enhance the comprehension of design argumentation, and in particular, tables facilitate quicker access to meaningful information. There are also indications that complex argumentation schemata that are depicted graphically are acquired quicker by novices. We then lay out a framework of the notational and task conditions under which comprehension of design rationale by novices is optimised.