Applying learning style models to prioritize conflicting goals

Abstract

In this paper, we explicitly consider a learning style model to extend a goal-oriented requirements analysis method in order to characterize stakeholders’ preferences in communication processes. The success of applying this method depends on the definition of the goals involved, and on the prioritization and selection among conflicting goals. Our proposal focalises on the resolution of this kind of conflicts studying the way people perceive, understand, learn and process information. The characterisation we consider would help analysts in situations where preferences, goals and skills, among relevant stakeholders are mismatched.