A Cost Estimation Model for Multimedia-Based Courseware Development

New developments in information technology, like computer networks and hypermedia systems, enhance the role of computers in teaching and learning. Indeed, parts of the teaching process can be automated and the learning process can be helped substantially. The necessary software that accomplishes this goal is termed \courseware" and its development is not an easy task. One of the problems that are related to the development of courseware is that of accurate cost estimation. In this paper, we present a novel model for cost estimation in multimedia-based courseware development, using an algorithmic cost estimation mechanism based on the work breakdown structure of a typical courseware application. We suggest the \page", i.e. a screenful of educational material, as the basic unit in our size metric. Although our model has not been adequately tested yet, the rst results are promising.
A Cost Estimation Model for Multimedia-Based Courseware Development
Anastassios Koutoumanos (nickie@softlab.ntua.gr) (retal@softlab.ntua.gr) (tkout@softlab.ntua.gr) Emmanuel Giakoumakis y Emmanuel Skordalakis (mgia@aueb.gr) (skordala@softlab.ntua.gr) National Technical University of Athens, Department of Electrical and Computer Engineering, Division of Computer Science. y Economic University of Athens, Department of Informatics.
Nikolaos Papaspyrou
Symeon Retalis
Abstract
1 Introduction
The introduction of computers, and in general of the Information Technology, in education aims at partially automating the teaching task and facilitating the learning task in a new teaching and learning environment. It is anticipated that in such an environment some complex concepts will be better explained, various topics will be discussed in a more challenging way, less time will be spent to explain the same issues over and over again, better ways will be found to motivate the students, more information (feedback) about how well the students are doing in their courses will be received. The computer will act as a patient, tireless, impartial and motivating servant. The accomplishment of these goals requires the development of software which is speci c to this application area and is termed educational software Self90] or courseware. As it is well known, visual stimulus is the most important means by which our central nervous system comes into contact with the external world. It is, also, generally accepted that sound and pictures bring with them tremendous mnemonic advantages Fras90]. Re ecting this remark, contemporary courseware combines di erent media in the nal educational product. These media are typically: text graphics sound video animation The multimedia approach, is an obvious match for training and education because of its ability to associate sound and pictures with text, and perhaps allow students to have fun while learning Howe92]. For implementing the required courseware by following the multimedia approach, an appropriate environment must be used, which is termed \authoring environment". Authoring environments belong to three categories: General Purpose Languages (e.g. C/C++, BASIC, Common LISP, Pascal). Considerable programming expertise is needed in this case. Authoring Languages (e.g. PILOT, PODIUM, TUTOR, COURSEWRITER). These are special purpose languages, speci cally designed to facilitate the writing of courseware in the same way that simulation languages (e.g. GPSS) make it easier to program simulation models or arti cial intelligence languages (e.g. PLANNER) make it easier to conduct arti cial intelligence research. Despite the best of intentions, with few exceptions authoring languages are just as complex and require just as much time to learn as any other general purpose programming language Kear82].
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Authoring Systems (e.g. TOOLBOOK, Course of Action, Authorware, ProPi, Quest). These systems intend to assist non programmers in developing courseware in a relatively e ortless and error-free way. They act like program generators Velj90]. The user utilizes a high level interface to describe the software to be produced. This description is actually a speci cation of the intended software; prospective users specify, they do not program. Despite the reduction in the cost of hardware and improved functionality of authoring environments, the development e ort required to produce multimedia courseware is still substantial. Courseware developers do not seem to have the ability to accurately estimate the development time and cost Mars94]. Although in the software engineering bibliography a large number of metrics Keme87, Pres94] exist to predict the cost of a software project, only few metrics exist for courseware development projects and their e cacy is uncertain. The aim of this paper is to present a model for cost estimation in courseware development, based on the breakdown structure Tans88] of a typical multimedia application. Our model utilizes the \page", that is, a screenful of information, as the unit of our size measure. In section 2 we illustrate and discuss similar attempts in this area and present the innovative aspects of our research work. In section 3 we de ne the metrics and analyze the cost estimation model. The results of some case studies, used as test beds for evaluating our model, appear in section 4. Finally, section 5 presents our conclusions and comments on our future work.