Requirements elicitation is considered to be the most difficult and most critical phase in software development due to the abstract information that is communicated during this process. Cross-functional team members communicate requirements to ultimately reach shared understanding of the user’s needs. Given the increasing adoption of interactive simulation tools to facilitate the requirements elicitation process, we propose a study that investigates the impact of animations and simulations in combination with verbal information presented visually and auditorily on requirements elicitation performance through the lens of two theories from the education and learning domain: dual-coding theory and multimedia learning theory.



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