一句话：通过调查学生与教育者，揭示软件建模教育中问题领域选择对动机、包容性与反馈的影响，并建议以学生为中心的领域选择。
软件建模教育中，学生参与度至关重要，但提升动机与包容性仍有挑战。已有研究多关注工具、记法与评估，较少探讨问题领域选择及其多样性、可关联性和文化视角如何塑造学习体验。本文对90名学生和22名教育者开展平行问卷调查，分析问题领域与教学方法对动机、参与、包容性和反馈的影响。结果发现教育者假设与学生偏好错位：学生对具有社会相关性的领域动机最高并偏好拥有选择权，而教育者高估课程相关领域的兴趣。研究还指出细微设计选择可能排斥学生，反馈只有被实际采纳才有意义。作者建议采用以学生为中心的问题领域选择以促进包容与动机。
Student engagement is critical for effective learning in software modelling, yet fostering motivation and inclusivity remains a challenge. While existing research has focused on modelling tools, notations, and assessment, little attention has been given to how the choice of problem domains and the diversity, relatability, and cultural perspectives they bring shape students' learning experiences. This study explores how problem domains and teaching methods influence motivation, engagement, inclusiveness, and feedback in modelling education. To investigate these dimensions, we conducted parallel surveys with 90 students and 22 educators. Our findings reveal disconnects between educator assumptions and student preferences: Students show greatest motivation for socially relevant domains and prefer choice in selection, while educators overestimate interest in study-related domains. The study identifies how minor design choices can exclude students. Students perceive feedback as meaningful when visibly acted upon. These findings suggest inclusive domain selection is central to student motivation; thus, we recommend student-centred domain selection.
DOI 原文 · arXiv · PDF（开放获取） · DBLP
@inproceedings{abs-2606-06275,
title = {Domain Diversity, Motivation, Inclusion, and Feedback in Software Modelling Education},
author = {Isabella Graßl and Christopher Lazik and Shalini Chakraborty and Grischa Liebel and Miguel Goulão},
booktitle = {FSE},
year = {2026},
doi = {10.1145/3803437.3805791}
}