Databases (cs.DB)

Abstract: Building interactive data interfaces is hard because the design of an interface depends on the data processing needs for the underlying analysis task, yet we do not have a good representation for analysis tasks. To fill this gap, this paper advocates for a Data Interface Grammar (DIG) as an intermediate representation of analysis tasks. We show that DIG is compatible with existing data engineering practices, compact to represent any analysis, simple to translate into an interface design, and amenable to offline analysis. We further illustrate the potential benefits of this abstraction, such as automatic interface generation, automatic interface backend optimization, tutorial generation, and workload generation.

Abstract: This study explores and analyzes the learning tendencies of second-year students enrolled in different lines of study related to the Databases course. There were 79 answers collected from 191 enrolled students that were analyzed and interpreted using thematic analysis. The participants in the study provided two sets of answers, anonymously collected (at the beginning and at the end of the course), thus allowing us to have clear data regarding their interests and to find out their tendencies. We looked into their expectations and if they were met; we concluded that the students want to learn only database basics. Their main challenges were related to the course homework. We combined the information and the answers related to 1) other database-related topics that they would like to learn, 2) how they plan to use the acquired information, and 3) overall interest in learning other database-related topics. The conclusion was that students prefer learning only the basic information that could help them achieve their goals: creating an application or using it at work. For these students, Getting the work done is preferred to Learning in-depth.